Teaching excellence is essential and is established from department records, course directors' records, evaluations by trainees, and the receipt of teaching awards. Teaching is also demonstrated by invitations to lecture at other medical centers regionally or nationally, and by participation in courses at the local, regional and national level.

Productivity in education is also measured through development or leadership of educational programs or curricula, evaluation and dissemination of such programs or curricula nationally. Committee service in professional societies, especially in the planning and implementation of educational functions, is another marker of productivity in education.

Education Portfolio:

• New courses developed or major course leadership
• Teaching activities, including lectures, courses and individual instruction, at Vanderbilt University Medical Center and the Vanderbilt University School of Medicine
• New educational programs that complement ongoing courses or curricula
• Evaluation of teaching by peers, learners, surveys, letters or teaching awards
• Teaching materials developed or improved - local or published
• Invited lectures outside of Vanderbilt, including specialty medical societies, academic medical centers, regionally and nationally • Extramural lectures related to the process or implementation of educational programs
• Extramural committees and leadership positions related to advocacy and education

Productivity in scholarship is measured through original peer-reviewed papers, reviews, chapters, case reports, editorials or letters. The Committee on Appointments and Promotions (COAP) recognizes the broad range of scholarly activity appropriate in the CE track. Grant support, when available, is likely to come from federal or privately funded clinical studies in which the candidate is a participant or a leading investigator.

Significant contributions to scholarly activity can be achieved by successful participation or leadership in clinical trials, enrollment of patients, registry/epidemiological studies, and participation leading to authorship in published manuscripts. The CE faculty should demonstrate significant participation in such research activities, including in study design, implementation, or statistical analysis. Chairing or serving on the steering, planning or outcomes committees for the study, playing a key role in capturing or analysis of data or authorship on manuscripts, would demonstrate this.

Promotion to Associate Professor in the CE track should be supported by a record of scholarship, which complements other exemplary productivity in education or service.

Scholarship Portfolio:

• Extra- or intramural supported research (cite source of support and participation)
• Publications: original investigations, clinical trials and observations, reviews, books, and book chapters
• Popular writings or lay press contributions
• Website/software development
• Patient education materials
• Publications related to teaching and learning
• Membership in committees of the candidate’s specialty society
• Invited extramural lectures related to the candidate’s area of scholarship

Service is a broad term which encompasses a wide range of professional activities. Achievement in service sufficient for promotion on the CE track must be of such a nature as to make significant, special contributions to the missions of the school and medical center and have evidence of influence on the practice of medicine at a regional and national level.

Service Portfolio:

• Development and/or leadership of significant new and/or innovative clinical programs (medical director of a clinical center) that measurably improve the effectiveness, efficiency, safety, timeliness, patient-centeredness in health care delivery
• Development and/or leadership of significant new and/or innovative clinical support programs (medical director of medical records, IRB, pharmacy and therapeutics committee, quality improvement program) that measurably improve the effectiveness, efficiency, safety, timeliness, patient-centeredness in health care delivery
• Relevant measures that improve patient, employee and/or faculty satisfaction, quality of care indicators; and costs of care.
• Training Program leadership
• Participation in establishing and maintaining regional and national standards of care and management as evidenced by membership on a specialty board, residency review committee, regional or national commissions, examination committees.
• Leadership in governance, policy development and University outreach
• Leadership in community based programs that serve community needs while enhancing the mission of the University and Medical Center
• Other unusual and exceptional contributions to the mission of the University and Medical School through service