Clinician Educator Review Criteria

A note about accomplishment versus promise

The University recognizes that there are significant variations in how candidates qualify for and secure initial appointment, reappointment and promotion, according to field and discipline.  Candidates come from different backgrounds and receive different educational training.  In addition, there may be variation in emphasis among the components of activity (i.e., clinical care, teaching and, in some cases, scholarship and/or administrative duties).  Given the many different activities in which Clinician Educators are engaged, such variations are expected and are appropriate.  Nevertheless, all Clinician Educator appointments have in common the requirement of excellence, however measured.

The major criterion for appointment, reappointment and promotion for Clinician Educators is excellence in the overall mix of clinical care, teaching, administration and/or scholarship appropriate to the programmatic need the individual is expected to fulfill.

Clinical Instructor Criteria

Clinical Instructors should have demonstrated exceptional qualities and promise to become outstanding clinicians, teachers, institutional contributors and/or scholars. If the candidate has not had formal teaching experience, they should have demonstrated a commitment to develop the skills necessary for outstanding teaching. They must have demonstrated excellence or promise of excellence in a combination of clinical performance and clinical teaching appropriate to the programmatic need upon which the appointment will be based. SoM Handbook.  

Clinical Assistant Professor Criteria 

Individuals appointed as Clinical Assistant Professors should have demonstrated exceptional qualities and promise to become outstanding clinicians, teachers, institutional leaders, and/or scholars.  If these individuals have not had formal teaching experience, they should have demonstrated a commitment to develop the skills necessary for outstanding teaching.  They must have demonstrated excellence or promise of excellence in a combination of clinical performance, teaching, administration and/or scholarship appropriate to the programmatic need upon which the appointment will be based. SoM Handbook. 

Clinical Associate Professor Criteria

Appointment to the rank of Clinical Associate Professor in the Clinician Educator Line will be considered for those who have demonstrated excellence in the overall mix of clinical care, teaching, administrative and/or scholarly activities.  There should be evidence that candidates have attained regional recognition as superior clinicians, teachers, institutional leaders and/or scholars.  There should be evidence that the candidates will successfully fill the programmatic need for which the appointment is made and will make meritorious contributions to their discipline and to the School.  Previous meritorious academic service on the faculty of a comparable medical school will be considered favorably when evaluating qualifications for initial appointment as Clinical Associate Professor. SoM Handbook.

Clinical Professor Criteria

Appointment to the rank of Clinical Professor will be reserved for individuals who have demonstrated exceptional performance in clinical care, teaching, administration and/or scholarship and who are widely recognized as leaders in their field.  There must be evidence that these individuals have attained national recognition as superior clinicians, teachers, institutional leaders and/or scholars, that they have demonstrated continuing excellence and progressive maturation as physicians and teachers, and that they will successfully fill the programmatic need for which the appointment is made and will continue to make outstanding contributions to their discipline and to the School.  They may be recognized nationally as leaders of the health care system or of organizational change and measurement of health care systems. SoM Handbook.

Extraordinary Contribution Criteria

In special cases, candidates for promotion to this rank who do not have regional recognition may be considered by other factors, including extraordinary contributions in such broadly defined areas as teaching and clinical excellence, innovation, program building, scholarship and/or administrative activities. Please see the PowerPoint presentation as well as best practices and examples with more detailed information.