Approved 9/1/05
DEPARTMENT OF EMERGENCY MEDICINE
DEPARTMENTAL STATEMENT
REGULATIONS CONCERNING THE CLINICAL SCHOLAR TRACK
I. INTRODUCTORY STATEMENT
This document adds to the specific criteria and standards for the clinical scholar track which will be used to evaluate whether candidates meet the general criteria in Section 7.11 of the Regulations Concerning Faculty Tenure. The criteria, standards and procedures are applied without regard to race, religion, color, sex, national origin, handicap, age, veteran status or sexual orientation.
II. MISSION STATEMENT
The mission of the Medical School is to conduct high quality programs of research, education, and service through which the college contributes significantly to the provision of excellent health care for the people of Minnesota.
The missions of the Department of Emergency Medicine include participation in and the development of excellence in teaching, research and service. The primary academic missions are teaching, research and service, described as follows:
Teaching responsibilities include primary emphasis on the educational programs for University of Minnesota medical students, post-M.D. trainees (residents and fellows) in Emergency Medicine and related fields, and practitioners in Emergency Medicine. Educational programs for health professional students in other units (such as nursing and pharmacy undergraduates and related disciplines), residents in non-emergency medicine fields (such as primary care disciplines), and non-emergency medicine practitioners are also provided.
Research responsibilities include the development of study protocols, grant acquisition, and presentation and publication of results in clinical or basic science endeavors.
Service responsibilities include patient-related services in general Emergency Medicine and the various emergency medicine subspecialties as well as the provision of administrative services through intramural and extramural activities of committees, task forces, boards, editorial boards and other similar settings.
Some faculty members may concentrate on one or two of the three major missions
(teaching/research/service) but the entire faculty must participate in all three of these functions.
III. Standards for Promotion as a Clinical Scholar: Department of Emergency Medicine
The Department in Emergency Medicine accepts and subscribes to the statement on Criteria and Standards for Tenure of Faculty at the University of Minnesota Medical School, with the following standards specific to the department.
A. TEACHING
Teaching activities may occur in a variety of educational settings and formats, including: didactic presentations, lectures, seminars, conferences, tutorials, laboratories, advising of students, case discussions, grand rounds, hospital and clinic rounds, patient care, surgical and other procedures, continuing education.
The following are educational activities in which competence and accomplishments in teaching can be demonstrated:
1. Participation and competence in teaching undergraduate (pre-baccalaureate) students.
2. Participation and competence in teaching professional students, including students in the M.D. curriculum, or other professional educational programs.
3. Service and distinction as a faculty adviser to post-M.D. residents (Medical Fellow Specialists or Medical Fellows), post-residency clinical fellows, or advanced degree candidates in medical disciplines, interdisciplinary programs or collaborative research programs.
4. Service as a faculty mentor or adviser to students in any of the above categories, including medical students in the clinical courses of the M.D. curriculum.
5. Service as a faculty mentor to students in any of the above categories who engage in research activities in the department.
6. Participation and competence in teaching of health professional students in other units, such as, but not limited to, nursing and pharmacy, emergency baccalaureate, paramedic, emergency medical technician.
7. Participation and competence in teaching practicing physicians though participation in intramural and extramural continuing educational programs.
8. Development of teaching tools, curriculum and new methods of evaluation for teaching undergraduate medical students and residents and practicing physicians. This may include simulations, laboratory techniques, or clinical settings.
9. Development of web-based, computer based media-based, simulations or other new technologies for teaching.
B. RESEARCH/SCHOLARSHIP
Scholarly activities of a faculty member will be evaluated according to the following standards:
1. Scientific Publications
Scientific articles reporting quality research should be published in appropriate peer-reviewed journals related to emergency medicine or medical education. Research may be clinical in nature and may include prospective cases or case studies, case series, or unique case reports. Reviews, meta-analysis, and health policy and health sciences research are also valued.
Peer reviewed journals that are recognized as outstanding and appropriate to the discipline include, but are not necessarily limited to:
Academic Emergency Medicine
Academic Medicine
American Journal of Emergency Medicine
Annals of Emergency Medicine
Emergency Medicine Clinics of North America
Health Affairs
Journal of Emergency Medicine
Journal of Medical Education
2. External Research Funding
Clinical scholars are not expected to be supported by grants but credit is given if a candidate receives a grant(s) or contract(s) by designation as Principle Investigator, a major collaborator, or other similar title, from a national or regional granting agency which customarily utilizes scientific peer review as the primary basis for awards. Examples of granting agencies include, but are not necessarily limited to:
Institute of Health, Public Health Service, or other similar federal agency
American Heart Association, a unit or affiliate
Defense Advanced Research Projects Agency (DARPA)
Department of Defense
Emergency Medicine Foundation
EMS for Children
The Hartford Foundation
Josiah H. Macy Junior Foundation
Robert Wood Johnson Foundation
3. Publications in Monograms, Reviews and Books
Publications though these modalities are part of the scholarly activities of a faculty member, and demonstrate synthesis of current research trends and up to date medical practice. This activity is an important contribution for clinical scholars. Examples of leading textbooks include but are not limited to the following:
Rosen's Emergency Medicine
Tintianlli's Emergency Medicine: A Comprehensive Study Guide
Harwood-Nuss The Clinical Practice of Emergency Medicine
Ford's Clinical Toxicology
Robert's and Hedge's Procedures in Emergency Medicine
4. Invited Participation in Symposia, Meetings and Seminars
Faculty members should be invited by regional, national and international scientific organizations to participate in symposia and meetings and should be invited to give seminars before peers in other institutions both nationally and internationally.
C. SERVICE
1. Service as an Editor or a member of the Editorial Board of a reputable journal or monograph in a biomedical discipline Service as a reviewer is recognized as a valuable service but as a minor recognition of expertise in a field.
Examples of appropriate journals include, but are not necessarily limited to those listed in B.1. above.
2. Service as an Officer, Board Member of a national scientific or professional organization of the specialty or a subspecialty
3. Service on a recognized consensus panel or review panel organized by a specialty society, the government or other respected organization. Serving as national faculty or other leadership positions for recognized courses such as Advanced Cardiac Life Support, Advanced Trauma Life Support, Pediatric Life Support, Advanced HazMat Life Support and other recognized courses.
4. Service and leadership to governmental organizations demonstrates a high level of recognition of expertise and knowledge. This may include the Minnesota Department of Health, the Center for Disease Control, the Federal Drug Administration or recognized private organizations such as the Joint Commission on Accreditation of Health Care Organizations, the Accreditation Council for Graduate Medical Education or the National Quality Forum. Service in national or international organizations such as Doctors Without Borders or the American red Cross is also considered.
Service, although not a primary criterion , will be taken into consideration in making decisions on promotion. Performance of service alone cannot substitute for research and teaching.
IV. PROMOTION
Standards for Promotion as a Clinical Scholar: Department of Emergency Medicine
A. To Assistant Professor
For recommendation for promotion to the rank of Assistant Professor, the candidate should have demonstrated ability in teaching and some research. There should be documentation of competence and growth in the candidate's skills of communication, including effective communication in teaching students and in oral and written presentations of research. Candidates should have developed a plan of academic growth and achievement.
B. To Associate Professor
The primary criteria for promotion are effectiveness in teaching, communications as well as some research. Outstanding discipline-related service contributions are also be taken into account where they are an integral part of the mission of the emergency department or specialty. Regional or national recognition is expected. The relative importance of the criteria may vary in different individuals. Evaluation of research and scholarship will take into consideration the limited amount of time available for this activity. Grant support is not expected but some publication is necessary. The individual's participation in the governance of the institution and other services to the University and service to the academic unit will be taken into consideration, but are not in themselves bases for awarding tenure. Examples of successful activities include:
Publication of book chapters or monographs or reviews
Publications may be applied or clinical research, health policy or case reports or series.
Evidence of assessment of other works such as peer-reviewing manuscripts for journals or book reviews, editing newsletters of professional societies or electronic media.
Responsibility as a course director, residency program director or other significant leadership in a residency training program or medical school course. This is particularly true if curriculum development, evaluation methods and teaching technique is advanced and improved.
Election as an officer or committee chair of a regional professional society.
Organization of medical school, local or regional symposia, courses, or other educational activities
Teaching evaluations from students and residents that rank as consistently excellent and valued.
Letters from authorities attesting to the candidate's acknowledged regional or national reputation and recognition of leadership in his/her field; letters from prominent, senior faculty members at other universities assessing the candidate's qualifications for promotion to the rank of Associate Professor in the Clinical Scholar track..
C. To Professor
A recommendation for promotion to Professor is made when an Associate Professor has fulfilled the criteria and standards for the rank of Professor as stated by the Medical School and the Department. The proposal of a candidate for Professor will also present evidence of additional academic, scientific, scholarly and professional achievements since the previous promotion, such as:
1. Publication or dissemination of new teaching methods curriculum development, evaluation methods and teaching technique. This may include dissemination among other medical school disciplines and specialties.
2. Election to prestigious scientific and/or professional organizations which recognize excellence and significant academic contributions. Leadership positions within national organizations attest to the prominence of the candidate.
3. Organization of national symposia, courses, or other educational activities
4. Continued publication of book chapters or monographs or reviews, editing scholarly books, collection of monographs, electronic media or a journal
5. Continued teaching evaluations attesting to high quality of teaching skills.
6. Letters from authorities attesting to the candidate's acknowledged national and international reputation and recognition of leadership in his/her field; letters from prominent, senior faculty members at other universities assessing the candidate's qualifications for promotion to the rank of Professor in the Clinical Scholar track.
V. PROCEDURES
In considering proposals for tenure and/or promotion in rank, the Medical School and its Departments comply with the procedures described in the document, "Procedures for Reviewing Performance of Probationary Faculty", distributed annually by the Vice President for Academic Affairs. These procedures are provided for by Sections 16.3, 7.4, and 7.61 of the Regulations Concerning Faculty Tenure.
The Medical School issues annually to each department, for distribution and information to faculty members, a set of instructions, memoranda, and other documents, giving detailed information on the procedures to be followed in the preparation and consideration of each proposal for tenure and/or promotion in rank. The pertinent documents are identified as exhibits enclosed with a cover memorandum from the Dean and are available at www.ahc.umn.edu/Promotion&Tenure.
Designated extended faculty members holding appropriate appointment and rank covered by Faculty and Tenure regulations section 3.4(4) or (7) at affiliated hospitals are eligible to vote on proposals for promotion in rank of candidates, in accordance with approval for this procedure granted by the University Tenure Committee and the Vice President for Academic Affairs.