Guidelines for Evaluating the Educational Performance of Medical School Faculty: Priming a National Conversation |
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Authors: | Constance Baldwin Latha Chandran Maryellen Gusic |
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Affiliation: | 1. Department of Pediatrics , University of Rochester School of Medicine and Dentistry , Rochester, New York, USA;2. Department of Pediatrics , Stony Brook University Medical Center , Stony Brook, New York, USA;3. Department of Pediatrics , Indiana University School of Medicine , Indianapolis, Indiana, USA |
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Abstract: | Background: The academic community needs a sound framework for the promotion and advancement of educators. The Group on Educational Affairs of the Association of American Medical Colleges organized a consensus conference that affirmed the use of five domains for documenting the quantity and quality of scholarly engagement in educational activities: teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment. Summary: In this article, we offer detailed guidelines to evaluate these five domains of educator performance and the essential elements of scholarly activity. The guidelines are adapted from our developmental educator portfolio template and educator portfolio analysis tool, previously published in MedEdPORTAL. A short tool for educator performance evaluation that summarizes items in the guidelines is proposed for discussion. Conclusions: Our goal in this article is to itemize criteria for systematic faculty evaluation that can be applied in any institutional setting to assist promotion decision makers in their task of evaluating medical school faculty. |
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Keywords: | pediatric intubation videolaryngoscopy exploration-based learning |
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