Victoria Fleming et al.
Journal of the American Medical Association
September 7, 2005, Vol. 294, Issue #9, pg. 1101-1104.
Review by: Linda Heun, Ph.D. <lheun@aacom.org>
The authors explore a model wherein clinician-educators are considered separate but equal to clinician-researchers and have a career track with different yardsticks for measuring contributions that would lead to promotion and tenure. Current reports indicate that clinician-educators are much less likely to hold lower rank, be on a nontenure track, and show much slower career progress.
They describe three approaches to promotion for clinician-educators:
- faculty members are perceived as clinicians with some teaching responsibilities and no expectation for research, creating educators with lower ranks but valued by the reward system to the extent that they serve the mission of education and clinical service
- clinician-educators hold rank in the department without tenure eligibility, creating a tiered system in which faculty researchers maintain the more venerated tenured positions and higher rank
- clinician-educators are tenure-eligible, separate and equitable, allowed to pursue nontraditional scholarship appropriate to their duties and activities as faculty. Tenure is typically disassociated with salary.
The authors describe alternative approaches to implementing a separate but equal approach.
For more information about this article and author(s), visit the Journal of the American Medical Association website.
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