Guidelines for promotion of clinician-educators

‘So you want to be a clinician-educator …’: Designing a clinician-educator curriculum for internal medicine residents

“…Institutions committed to clinician-educator success will have to rethink their definition of scholarship and create an infrastructure to assist scholars' professional development, and creation and dissemination of their work (Lubitz 1997;Fleming et al 2005;Simpson et al 2007). To succeed in this role, resident clinician-educators will need mentoring, education resources (books/journals), access to statistical expertise and clinicianeducator development programs mentioned in previous sections.…”

Exercise and the Gallbladder

“…In the teaching domain, academic centers use evaluations by students, peer evaluations, and teaching awards to measure quality. [21][22][23] But each of these approaches has limitations. Student evaluations are often subjective and do not necessarily convey how much a student has actually learned from a teacher.…”

“…[23][24][25][26] Teaching portfolios include records of faculty teaching roles beyond didactic lectures and document activities such as serving as a mentor for students or residents, leading daily teaching conferences, and participating in the development of educational electives. As compared with a curriculum vitae, teaching portfolios offer an opportunity for clinician-educators to represent more fully their contribution to teaching.…”

“…23 Typically, this type of scholarship is found in chapters of books and in review articles addressing the diagnosis and treatment of clinical conditions. Alternatively, clinicianeducators often publish case reports or case series, drawing from their clinical practice.…”

Understanding Clinical Teachers: Looking Beyond Assessment Scores

“…Experts have therefore argued for multi-source assessments that incorporate peer and learner ratings, faculty development, educational service, and awards. 5,11,12 Moreover, we must distinguish between using teaching assessments for administrative decisions versus research. The purpose of research, which traditionally incorporates both quantitative and qualitative methods, is to reveal new knowledge about clinical teachers.…”