Abstract
Adopting a “promotion mindset” from the beginning of an academic career starts with ensuring appointment to the optimal rank and track. Sustaining progress depends on regular reviews, appropriate advice and mentoring, individualized faculty development, creating and using opportunities to build credentials, and keeping consistent documentation. Clinical faculty members need to be well informed about the expectations for academic promotion in their schools and to seek opportunities in routine activities to enhance their promotion credentials, including scholarship. Many clinical and educational activities have scholarship potential if carefully planned, conducted, and reported. External advisors and national organizations can be important resources. Maintaining appropriate records is essential to monitor progress and prepare for academic promotion.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Sadowski E, Schrager S. Achieving career satisfaction: personal goal setting and prioritizing for the clinician educator. J Grad Med Educ. 2016;8:494–7.
Coleman MM, Richard GV. Faculty career tracks at US medical schools. Acad Med. 2011;86:932–7.
Steinert Y. Faculty development: the road less travelled. Acad Med. 2011;86:409–11.
Sklar DP. Moving from faculty development to faculty identity, growth, and empowerment. Acad Med. 2016;91:1585–7.
Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, Ward H, Dolmans D. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 2016;38(8):769–86. https://doi.org/10.1080/0142159X.2016.1181851.
Sonnino RE, Reznik V, Thorndyke LA, Chatterjee A, Ríos-Bedoya CF, Mylona E, et al. Evolution of faculty affairs and faculty development offices in U.S. medical schools: a 10-year follow-up survey. Acad Med. 2013;88:1368–75.
https://www.aamc.org/members/leadership/. https://www.amwa-doc.org/. http://career.nmanet.org/. All accessed May 2017.
Schrager S, Sadowski E. Getting more done: strategies to increase scholarly productivity. J Grad Med Educ. 2016;8:10–3.
El-Sawi NI, Sharp GF, Gruppen LD. A small grants program improves medical education research productivity. Acad Med. 2009;84:S105–8.
Thomas PA, Wright SM, Kern DE. Educational research at Johns Hopkins University School of Medicine: a grassroots development. Acad Med. 2004;79:975–80.
Alder SR, Chang A, Loeser H, Cooke M, Wang J, Teherani A. The impact of intramural grants on educators’ careers and on medical innovation. Acad Med. 2015;90(6):827–31.
Searle NS, Thompson BM, Friedland JA, Lomax JW, Drutz JE, Nelson EA. The prevalence and practice of academies of medical educators: a survey of US medical schools. Acad Med. 2010;85:48–56.
Ruiz JG, Candler CS, Qadri SS, Roos BA. E-learning as evidence of educational scholarship: a survey of chairs of promotion and tenure committees at U.S. medical schools. Acad Med. 2009;84:47–57.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Walling, A. (2018). Strategies for Success: The Long Game. In: Academic Promotion for Clinicians. Springer, Cham. https://doi.org/10.1007/978-3-319-68975-3_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-68975-3_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-68974-6
Online ISBN: 978-3-319-68975-3
eBook Packages: MedicineMedicine (R0)