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Promotion

Guidelines for Promotion of Clinical Faculty

The following guidelines and procedures are to be used in the evaluation of applications from Clinical Faculty for promotion. Candidates for promotion will be assessed and evaluated for accomplishment and excellence in five areas:

  • Teaching
  • Clinical practice
  • Research and other scholarly activities
  • Leadership and value to the Department, Medical School and University and
  • Community service

  1. An application for promotion may be initiated either by the Department of Medicine Clinical Faculty Personnel Committee (CFPC), the Associate Chair for Clinical Faculty, or at the request of the candidate. 
  2. Those identified as potentially qualified candidates will be invited to submit a clinical faculty promotion application in early December.
  3. The CFPC will then review all promotion applications in January. If an applicant is deemed ready for promotion, the Department of Medicine will initiate the promotion request to JABSOM HR. This request will be reviewed by the Dean’s Advisory Committee for Appointment, Promotion, and Tenure (DACAPT). 
  4. JABSOM HR will respond to the promotion requests by June. Approved promotions will become effective on July 1.

The categories to be evaluated for promotion include, but are not limited to: teaching, clinical practice, research and other scholarly activities, leadership and value to the Department, School of Medicine, and University, and Community Service. An assessment for promotion will include evaluation of each of the categories that apply to the individual candidate.

Teaching

Teaching is a major mission of the Department and the non-compensated Clinical Faculty carry out a major part of the Departmental teaching, the following will be especially considered for Clinical Faculty promotions:

  1. Demonstrated quality of teaching, including theoretical knowledge, general clinical knowledge, and clinical skills as well as the ability to transmit such to students;
  2. Tangible teaching skills or scholarship;
  3. Ratings by students, residents and peers;
  4. Quantity and quality of time functioning as a ward attending, tutor, preceptor or facilitator;
  5. Attitudes and relationships toward students and patients;
  6. Preparedness and method of presentation of materials;
  7. Ability to communicate well and inspire students;
  8. Humanistic orientation, with concern for individual and societal moral and ethical implications;
  9. Overall quantity and quality of teaching;
  10. Additional consideration will be given for evidence of improving the scholarship of teaching, developing improved teaching methods and implementing changes;
  11. Seniority (i.e., time in rank). Greater length of time teaching may offset, in part, a lesser quantity of teaching but not a lesser quality.

Clinical Practice

  1. Demonstrated competence as a clinician, including relevant Board eligibility or certification. 
  2. Professional reputation among colleagues, students, and patients as applicable.
  3. Demonstrated continuing educational activities.

Research and other scholarly activities

In its broadest sense, research implies analysis, development, and reporting of new ways to improve health. Every patient or health care arrangement should be considered the subject of improvement and research. Areas included are “basic” bench research, clinical research, outcomes research, health services research, informatics, and research in methods of teaching. None is considered “better” than the other. Clinical faculty members are urged to engage in some research or other scholarly activities, but none is required for retention or promotion. Some examples include:

  1. Participation in panels or presenting papers or abstracts at local, regional, national, or international meeting such as Medical Grand Rounds, and the Hawaiʻi American College of Physicians Annual Scientific meeting.
  2. Activities resulting in improved patient care, and inspiring or developing innovative programs.
  3. Working on research grants as part of team efforts or individually.
  4. Evidence of developing solutions to health care problems that rely not only on new knowledge but also on integration of existing knowledge and arrangement.

Service

  1. University service: participation in committee work, administrative functions, and similar service contributions to the Department, School of Medicine and University.
  2. Community service: participation in non-University health-related organizations; volunteer clinic work; hospital and professional societies (local or national); committee participation; holding of elected or appointed office in such organizations and societies; organization of and participation in CME courses for physicians and allied health personnel.

Leadership

Evidence of ability to assume leadership and responsibility for various Departmental activities such as organization of courses, conducting teaching rounds or conferences, functioning as a tutor or facilitator in PBL units, and actively participating in Departmental, University or hospital committees or postgraduate courses.

Since teaching is the main function of the Clinical Faculty, emphasis will be placed on the teaching criterion for promotion. However, the other four criteria (Clinical practice, Research & other scholarly activities, Service, Leadership) will also be given consideration. Each of the five Criteria for Promotion will be evaluated by the following system:

5 Outstanding
4

Above Expectation
3 At Expectation
2 Below Expectation
1 Unsatisfactory
0 Detrimental to the Department, University, or Community
- Not applicable

 

Grading requirements

  • Teaching – Since teaching is the Department’s major mission, candidates must achieve a final rating of 3 (“At Expectation”) in the teaching category.
  • Candidates must achieve at least 2 (“Not Applicable”) in any other category.
  • Accumulated total – 13 or more points from all five categories are necessary to make the candidate eligible for recommendation for promotion
A written report utilizing the above graduated rating scale will be submitted by the CFPC and by the Division Chief to the Chair of the Department of Medicine for promotion.

Clinical Instructor

Duties and Responsibilities:

  1. Under general supervision, faculty at this level function as tutor, preceptor, or facilitator, and perform related work as assigned.

Qualifications:

  1. Training equivalent to that represented by a Doctor of Medicine degree from a college or university of recognized standing;
  2. Completed an Internal Medicine residency training program;
  3. Been certified by the American Board of Internal Medicine or equivalent or to be eligible to sit for its certifying examination;
  4. Demonstrated high quality of patient care and teaching abilities.
Assistant Clinical Professor

Duties and Responsibilities:

  1. Under general supervision, to serve as a tutor, preceptor, or facilitator in PBL units;
  2. Function as attending physician as needed;
  3. To lecture, conduct courses or seminars and supervise clinical training, laboratory work or research of medical students and residents as needed.

Qualifications:

  1. Training equivalent to that represented by a Doctor of Medicine degree from a college or university of recognized standing;
  2. certified by the American Board of Internal Medicine or equivalent or by a sub-Board of the ABIM if a subspecialist and if appropriate, or eligible to site for the ABIM certifying examination;
  3. A minimum of four years in the rank of Clinical Instructor or one year at the rank of Assistant Clinical Professor at another medical school of recognized standing;
  4. Ability to instruct classes and to direct group discussions.
  5. Demonstrated ability in teaching and patient care.
Associate Clinical Professor

Duties and Responsibilities:

  1. In addition to those of Assistant Clinical Professor, to perform related work as assigned by the Chief of the Division or the Chairman of the Department.

Qualifications:

  1. Training equivalent to that represented by a Doctor of Medicine degree from a college or university of recognized standing;
  2. Certified by the American Board of Internal Medicine or equivalent or by a sub-Board of the ABIM if a recognized subspecialist;
  3. A minimum of four years in the rank of Assistant Clinical Professor, or one year at the rank of Associate Clinical Professor at another medical school of recognized standing.
  4. Received community recognition and displayed outstanding ability in one or more of the following categories: teaching/counseling; medical practice; research and other scholarly activities; leadership; and value to the School of Medicine, University and Community.
Clinical Professor

Duties and Responsibilities:

  1. In addition to the duties and responsibilities of the Associate Clinical Professor rank, these individuals function as leaders in the Department of Medicine, School of Medicine, University, hospitals, and the medical profession.

Qualifications:

  1. Training equivalent to that represented by a Doctor of Medicine degree from a college or university of recognized standing;
  2. Certification by the American Board of Internal Medicine or its equivalent and by a sub-board of the ABIM if a recognized subspecialist;
  3. A minimum of four years in the rank of Associate Clinical Professor or one year at the rank of Clinical Professor at another medical school of recognized standing; Proven ability as a teacher, clinician, investigator, and/or administrator;
  4. Participation in the scholarly and academic affairs of the University and other appropriate professional organizations;
  5. Demonstrated ability to plan, organize, and supervise academic activities and to undertake a variety of teaching, administrative, and committee assignments; Proven capacity for leadership in the medical profession;
  6. Recognition as an outstanding teacher and clinician.