A Promotion Ladder for Teachers at Harvard Medical School: Experience and Challenges
A Promotion Ladder for Teachers at Harvard Medical School: Experience and Challenges
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哈佛医学院教师晋升阶梯：经验与挑战
DOI：
10.1097/00001888-199512000-00009
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发表时间：
1995
影响因子：
7.4
通讯作者：
M. Clark
中科院分区：
文献类型：
--
作者：
F. Lovejoy;M. Clark
作者描述了哈佛医学院晋升阶梯的发展、实施和制度化，该阶梯承认全职临床教师的教学和学术贡献。他们还讨论了在这一过程中出现的挑战，例如，如何使新的轨道可信和吸引力的任命教师和教师在广大。晋升的标准集中在候选人的技能和教学，奖学金，临床工作和部门服务方面的成就。作者提出了这些标准的要素，适用于职业阶梯的三个专业级别，并概述了任命程序，包括考虑晋升的步骤。教师-临床医生阶梯的发展对致力于教学的教师产生了积极的影响，因为他们在传统上致力于研究和患者护理的医学系中的其他全职轨道上的贡献得到了认可。数据给出的70名教师谁是在1989年至1994年的五年内晋升。这一晋升阶梯的真正成功将只能通过其对医学院及其医院内的教育事业的影响，以及其成功推进合格医学教育工作者的职业生涯和进一步发展医学教育领域的能力，随着时间的推移来衡量。
The authors describe the development, implementation, and institutionalization at Harvard Medical School of a promotion ladder that recognizes the teaching and scholarly contributions of full-time clinical faculty. They also discuss the challenges that arose during this process, for example, how to make the new track creditable and attractive to both the appointed faculty and the faculty at large. The criteria developed for promotion focus on a candidate's skills and accomplishments in teaching, scholarship, clinical work, and departmental service. The authors present the elements of these criteria for the three professional levels of the ladder and outline the appointment process, including the steps for consideration of a given promotion. The development of this teacher–clinician ladder has had a positive influence on faculty who are committed to teaching by allowing recognition of their contributions in a track held to be the equal of the other full-time tracks in a medical faculty traditionally committed to research and patient care. Data are given for the 70 faculty who were promoted over the five years from 1989 to 1994. The true success of this promotion ladder will be measured only over time through its impact on the educational enterprise within the medical school and its hospitals, and its capacity to both successfully advance the careers of qualified medical educators and further the development of the field of medical education.