1. DIVISION OF DERMATOLOGY Retreat ACADEMIC HR
November 4, 2016

2. Department of Medicine
Clinical Practice
Finance
Staff HR
William J. Bremner
DOM Chair
14 Divisions
Vice Chair and Chief of Medicine
UWMC, HMC, VA
Associate Chair
for Research
DOM Central Administration
Donna Devine
Residency Program
Student Program
Academic Human Resources
Paramedic Training Program

3. DOM AHR Team Karen Svendsen, Director, Academic HR and Communications
Regular and research faculty
Amy Fields, Assistant Director, Communications
PRC, editorial responsibilities (DOM week, DOM Intranet, newsletters and public website)
Betsy Buswell, AHR Administrator
Acting, fellows, teaching associates, faculty leaves
Shoshana Hague, AHR Manager
Clinical, affiliate and visiting faculty, visas

4. Department of Medicine
Fun Facts
Number of Department Faculty
Regular = 600
Acting = 118
Clinical = 1250
Fellows = 285
Research = 54
Teaching associates, affiliate faculty, adjunct faculty, emeritus faculty, visiting faculty =111
Annual # of Appointments and Promotions
302 new appointments
66 promotions

5. Private practice or industry
Faculty pathways
Research
Research Faculty
Physician/Scientist
Clinical
Residency/
Fellowship
Academia
Teaching
+/- Acting
Clinician/Teacher
Clinical Faculty
Private practice or industry
Volunteer Clinical
Affiliate

6. Faculty Pathways Teaching activity required Patient Care Activity
High
Clinical
Teaching activity
required
Regular
Clinician/ Teacher
Patient Care
Activity
Regular
Physician/
Scientist
Research
Research
Activity
Low
High

7. Differences in Tracks and Titles
% paid effort
Teaching
Clinical
Research
Time limit
Annual reappt
Voting member
Search required
Promotable title?
CLINICAL
Volunteer Y N
N/A
Part-time paid
1-49
FTCF (C/C pathway)
50-100
Teaching Associate
100
ACADEMIC
Acting Y*
Regular
P/S pathway
C/T pathway
Y**
Emeritus
Y***

8. Differences (Con’t): Appointment Duration and Time Limits
Acting appointments are for one year or less, limited to 4 years in any one rank, or 6 years maximum in combination of acting titles
Clinical appointments are annual – reappointment is unlimited
Assistant/Research Assistant Professor: 3 years reappointment / 6 years mandatory promotion
Associate Professor/Professor: No time limits
Research Associate Professor/Research Professor: Term appointments renewable 1-5 years, depending on funding

9. Why are regular faculty important
UW faculty operate under a system of shared governance between faculty and administration, rather than union representation.
All faculty personnel actions are governed by Faculty Code and based on a foundation of peer review including appointments, promotions, tenure, merit review and all other academic personnel actions that make up the faculty code. Additionally, academic program changes, COI, scientific integrity and various other important issues are also created and approved by voting faculty.
These peer reviews are conducted via eligible voting faculty in an academic unit.
Only regular faculty have voting privileges (assistant professor , associate professor, professor, including research faculty and re- employed emeritus faculty).

10. Promotion to Associate Professor
Many junior faculty want to know what are the necessary clinical, scholarly, and teaching achievements for promotion to associate professor in the clinician-teacher and physician-scientist pathways of the regular track and in the research track.
It is essential to earn a regional reputation for excellence to be promoted to associate professor, but each individual may earn that reputation for excellence by different routes.
Nonetheless, promotion in both pathways of the regular track requires evidence of excellence in clinical, scholarly and pedagogic work.
For the research track, promotion to associate professor requires excellence in research as defined by publications and grants. Research faculty are not required to teach.

11. Promotion to Associate Professor – Publications Metrics
For clinician-teachers, the median number of peer-reviewed journal articles, book chapters, educational videos or software was 18 (mean=24).
For physician-scientists, the median number of peer-reviewed journal articles was 26 (mean=30).
For research faculty, the median number of peer-reviewed journal articles was 35 (mean=36).
It is important to acknowledge that the number of publications is not the sole factor in determining excellence in scholarly work. The quality of the scholarly work is essential. In addition, there are scholarly contributions that are not represented in the above data. Other scholarly contributions include service on scientific advisory committees or grant review committees, syllabus contributions or development, editorial board duties, etc. If you have questions about your scholarly progress, it would be best to discuss with your division head.

12. Promotion to Associate Professor - Teaching Metrics
For clinician-teachers, the mean evaluation (from residents and fellows) for overall teaching effectiveness was 5.6 (scale 1-6).
For physician-scientists, the mean evaluation was 5.5 (scale 1-6).
There are many other ways of assessing teaching excellence including the number of intramural and extramural presentations, the prestige of intramural and extramural presentations, numeric evaluations of presentations, student evaluations, and qualitative evaluations.

13. Promotion to Full Professor
Promotion on the clinician/teacher pathway requires evidence of outstanding clinical care, outstanding teaching and mature scholarship with national recognition.
Promotion on the physician/scientist pathway and in the research track requires outstanding, mature scholarship with significant, sustained scholarly productivity and research funding, duration and significant scientific contributions and national/international recognition. For those on the physician/scientist pathway, excellence in both teaching and clinical care (for clinicians) is required.
Research faculty are not required to teach.

14. PROMOTION TO FULL PROFESSOR TEACHING METRICS
Teaching evaluations (data collected )
For clinician/teachers, the median evaluation (from residents and fellows) for overall teaching effectiveness is 5.6 (scale 1-6).
For physician/scientists, the median evaluation is 5.5 (scale 1-6).
There are many other ways of assessing teaching excellence including the number of intramural and extramural presentations, the prestige of intramural and extramural presentations, numeric evaluations of presentations, student evaluations, and qualitative evaluations.
Peer teaching evaluations are required from each year in rank (you must have at least 10 unique teaching opportunities by the time of promotion and at least 1 session each year) so it is important that you be evaluated whenever possible.

15. Promotion Metrics - Professionalism
Professionalism is an essential attribute for Department of Medicine faculty. All faculty promoted to professor must demonstrate professionalism. We have gathered data for all Department of Medicine faculty who are on an inpatient service or outpatient service (n = 3558) from for trainee responses to the following questions: 1) I was treated with respect by this individual; 2) I observed others (students, residents, staff, patients) being treated with respect by this individual.
On a scale of 1-5, the mean score for each question was Less than 1% received a score of 4 or less on each question. If you have questions about your professionalism, it would be best to discuss with your division head.

16. PROMOTION TO FULL PROFESSOR Publications Metrics
For clinician/teachers, the median number of peer-reviewed publications, book chapters, and educational videos or software is 58.
For physician/scientists, the median number of peer-reviewed publications is 64.
For research faculty, the median number of peer-reviewed publications is 67.
Number of publications is not the sole factor in determining excellence in scholarly work. The quality of the scholarly work is essential. In addition, there are scholarly contributions that are not represented in the above data such as service on scientific advisory committees or grant review committees, syllabus contributions or development, editorial board duties, etc.