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Pathway A

Track Description

Faculty who have major responsibilities for Education and patient care may be appointed to the Tenure Track with the expectation that they would strive to fulfill the criteria for tenure described on Pathway A. These faculty are clinical scholars. As scholars their approach to clinical problems will lead them to investigations in one or more areas of original, sustained, usually hypothesis-based research. In general, these faculty members are expected to develop a longitudinal research focus that shall establish their recognition at a National level. They shall communicate with peers and students the knowledge and expertise gained from their research Clinical scholars are not required to be principal investigators on grants obtained from national funding agencies, but should seek and receive support from local and regional agencies. Evidence that the individual faculty member has obtained grant funding by National agencies, either as principal investigator or as co-investigator, would add to the strength of the application.

Clinical scholars are recognized experts with in-depth knowledge of the pathophysiology and treatment of most disorders related to their specialty. In addition, they will have special expertise about particular diseases or groups of diseases. Clinical service and/or administration and/or the provision of excellent patient care are the central activities for clinical scholars. These activities provide the stimulus both for teaching and for most clinical research to which faculty in this pathway are committed. Some clinical scholars may provide special service and/or administration such as expertise in the development of educational programs which are essential to the College of Medicine. Clinical scholars may have doctoral degrees other than the M.D.

As scholar teachers these faculty are involved in educating medical students, residents, colleagues, and peers. The settings in which these teaching activities occur are not confined to the classroom, but include the operating room, ambulatory care sites, inpatient units, or other settings for those faculty who provide special service and/or administration.

As clinical scholars the faculty members will be involved in the discovery, organization, interpretation, and transmission of new knowledge related to patient care, disease entities, health care delivery, health care economics, professional ethics, medical legal issues and new educational patient care methodology. It is expected that new knowledge, skills or concepts which emanate from the clinical scholarship and which are expressed in teaching activities will also be published in respected peer?reviewed clinical or educational journals. It should be acknowledged that scholarly contributions can take many forms and that some faculty may contribute to their departments and to the College in unique ways. Faculty in this pathway are expected to maintain relevant licensure to practice their profession as well as to retain clinical privileges at one or more of the primary teaching hospitals (University, Childrens or VA) and, if appropriate, affiliated teaching hospitals as well. Promotion is usually not sought until a candidate has been in their current rank from 3 - 5 years.

TTA I.A(1) - Criteria for Initial Appointment

All appointments in this Pathway require notable scholarly activities as well as teaching within the context of patient care. Faculty who practice direct patient care as a primary activity with limited teaching, research, or service and/or administrative responsibilities are more appropriately appointed to the Clinical Track.

TTA I.A(1)a Instructor

Appointment as Instructor in Pathway A is generally for individuals who have recently completed their clinical specialty training and have demonstrated interest and/or expertise in original, sustained, usually hypothesis-based research and/or teaching. They are embarking upon a phase of their careers during which they gain increased experience, independence, and responsibilities and should have time to enhance clinical skills and develop teaching and research interests.

TTA I.A(1)b Assistant Professor

Candidates for appointment as Assistant Professor have fulfilled the expectations described for appointment to Instructor. Appointment at the Assistant Professor level is based on the candidate's educational and professional background, recommendations from qualified colleagues/peers, and the candidate's potential for developing excellence in teaching, original, sustained, usually hypothesis-based research, and patient care. Generally, assistant professors have extensive specialty training and have certification, or are eligible for certification, by their respective Boards. Assistant Professors are capable of evaluating most disorders related to their discipline and developing proper treatment plans; however, they seek assistance from more senior faculty or other colleagues for patients with highly complex problems. Specialty training and a demonstrated aptitude for a clinical scholar's career are required. Publication of research papers in peer-reviewed journals is one indication of an individual's desire for an academic career. Reports published as reviews or chapters in books are additional evidence of scholarship.

TTA I.A(1)c Associate Professor

Candidates for appointment as Associate Professor have fulfilled the expectations described for appointment to Assistant Professor. Candidates for appointment as Associate Professor have fulfilled the expectations described for appointment to Assistant Professor. In addition, the candidate presents compelling evidence that he/she is a clinical scholar by a distinguished record of excellence in original, sustained, usually hypothesis-based research, teaching, high quality patient care and/or other noteworthy activities. It is recognized that faculty in this pathway must excel in several academic areas, but not necessarily in all of the facets of academic life that are mentioned above.

1. The types of teaching activities in which the faculty member participates, including number of hours per week of supervision of residents and medical students, evidence of formal didactic activities such as lectures at conferences, departmental grand rounds, basic science lectures, national presentations, and other teaching and consulting lectures throughout the University of Cincinnati College of Medicine, the City of Cincinnati, and other institutions across the nation.
   
   
2. Evaluations from students, residents, and peers. Specific methods and objective criteria for evaluation of teaching must be determined and clearly defined by the individual department.
   
   
3. Description of administrative activities of the faculty member with regard to teaching, including the development and organization of new and innovative teaching or evaluation methods, directorship of a medical student clerkship or of a residency program, as well as participation on departmental, college, and national education committees.
4. Contributions to the intellectual community within a department, the college or nation through interactions with colleagues, residents, and students.

The criteria for documentation of excellence in research include:

1. A list of the candidate's publications in appropriate peer-reviewed clinical journals. Quality of the research and publications is given greater weight than the quantity. A higher than average rate of citation of the candidate's publications by others can be a useful measure of the significance of the contributions. Another measure of ongoing productivity in many clinical disciplines is the regular publication of clinical reports. Senior authorship is given greater weight, as is evidence of the development of an ongoing, productive program of focused clinical investigation. Some case reports may be supportive evidence of clinical scholarship but by themselves are not sufficient to provide documentation of a scholarly focus. In-depth studies on groups of patients which add significantly to medical knowledge are appropriate.
   
   
2. Demonstrated ability to inspire others toward independent scholarly research activities, through work with residents, medical students, and colleagues on collaborative projects, or as mentors in a variety of other settings.
   
   
3. Involvement in the administrative aspects of research such as organization and direction of research programs. Programs which result in funding from external sources are commendable.
   
   
4. Participation as a co-investigator or consultant on major grants with other principal investigators.
   
   
5. Local or regional grant support for independent investigative clinical studies. Contracts for clinical trials according to protocols of corporate sponsors are not equivalent to grants awarded for investigator initiated research or clinical trials.
   
   
6. Supporting letters obtained from colleagues within the University and outside of the College of Medicine. Peers inside the College and at other institutions will be solicited in equal numbers by the candidate and by the department or division director.

Clinical scholarship, service and/or administration and expertise are documented by the following criteria:

1. A commitment to life-long learning through participation and pursuit of postgraduate activity -- both as an instructor and as a student.
   
   
2. Evaluations from the candidate's peers, colleagues, students, patients, division chief, and department director outlining the clinical and service and/or administration capabilities of the individual. Physicians who refer patients to the faculty member, as well as colleagues who work closely with him or her, have a particularly valuable perspective. This perspective is sought through evaluations by individuals suggested by the candidate, and/or through surveys of other clinicians selected by the department director.
   
   
3. Local, regional and national recognition of clinical expertise, including invitations for speaking at clinical seminars, courses, and symposia.
   
   
4. Leadership in local and national professional organizations add support to the application.
   
   
5. Awards of merit received from relevant local or national organizations.
   
   
6. Participation on departmental, hospital, college, university, and national committees related to clinical care and service and/or administration.
   
   
7. A description of activities and accomplishments related to the administration of programs of clinical care and/or the organization of clinical service for more effective clinical care. The ability to organize a clinical service and/or administration which provides a setting for medical education and a data base for clinical research is a most laudable goal for the clinician educator. Ideally, a unique and effective clinical service is reported in an appropriate medical journal.

TTA I.A(1)d - Professor

Candidates for appointment as Professor have successfully fulfilled the qualifications for Associate Professor. In addition the individual has achieved national and international recognition for distinguished accomplishment in clinical scholarship. Documentation of ongoing scholarship is the most critical criterion and must include a sustained record of publications. The professor serves as a mentor for younger faculty members and must have a mastery of the discipline.

TTA I.A(2) - Reappointment

Reappointment at the same rank in the clinical tenure track depends upon exemplary performance in the areas of clinical scholarship, teaching, service and patient care and demonstration of continuing professional development along criteria specified for the rank. Generally, the candidate's activities and the work completed at the University of Cincinnati carry the most weight when considering reappointment.

TTA I.A(3) - Promotion

Promotion in this track requires progress and contributions in the areas DEFINED IN TTA I.A(1)C. Accomplishments during the candidate's appointment at this University weigh heavily in qualifying for promotion. The candidate must have achieved the qualifications indicated for the higher rank.

TTA 1.A(4) - Tenure

Because tenure reflects the College's long term commitment to an individual faculty member, it is expected that the individual who attains tenure will provide continuing productive service to the College of Medicine. Clinicians are expected to maintain relevant professional licensure and hospital staff privileges. Tenure of the individual faculty member should add prestige to the University of Cincinnati, and in turn being tenured at this institution should bring prestige to the individual because of the high standards of excellence.

Recognition as an established scholar is an important prerequisite for awarding tenure. Tenure is usually granted to Associate or full Professors and the specific criteria used for promotion to these ranks are outlined in the preceding sections. Tenure also requires clear demonstration that the applicant is capable of maintaining outstanding clinical scholarship, teaching and service on a long-term basis. In addition, tenure also requires unequivocal commitment of the candidate to his/her discipline, his/her department, and the College of Medicine.