Under this section, you will find resources shared at previous Schaffner Society workshops.

Career Building Considerations

Promotion to Associate Professor

Background: A faculty member on the Clinician Educator (CE) track is expected to be an excellent clinician and teacher. Excellence in teaching should already be demonstrated with specialty service inpatients, inpatient consultations, and outpatient clinics. The CE should be adept and flexible in teaching at multiple levels including medical and allied health students, residents, fellows, and fully trained practitioners. The CE’s teaching portfolio is expected to include teaching within the Medical Center in divisional, departmental, and inter­departmental settings.  Promotion to Associate Professor on the CE track requires excellence in clinical practice and teaching (as background qualifies) and exceptional contributions in one or more of three areas: Scholarship, Education, and Service. The successful candidate will usually have a record of successful scholarship in addition to an exemplary portfolio in education and/or service. Promotion to Associate Professor on the CE track will entail a level of accomplishment parallel in quality to that of the Physician-Scientist track. Time in rank is not sufficient justification for promotion or appointment to senior ranks on this track. The required format for constructing a CV is available here.

Promotion to Professor

The applicable standards for promotion to full Professor on the Clinician Educator track are the same as those specified above for appointment to Associate Professor with the notable exception that accomplishments will be substantially more developed in the full Professor candidate. Time in position is not sufficient justification for promotion to Professor. The candidate's sustained contributions to teaching and/or service must be such that s/he has achieved recognition at the national and/or international level. The successful candidate will have a national reputation as a clinical authority in his/her area of expertise. The individual will have a record of significant scholarship and/or education and/or service contributions, including but not limited to

  • Productivity in scholarship as measured through original peer-reviewed papers, reviews, chapters, editorials, or letters;
  • Productivity in education as measured through development and/or leadership of new and/or innovative educational programs or curricula, evaluation and national dissemination of such programs or curricula, and excellence in teaching;
  • Productivity in service as measured through the development and/or leadership of significant clinical programs or clinical support programs that improve the effectiveness, efficiency, safety, timeliness, patient-centeredness, or equity in health care delivery.
The CV must demonstrate a substantial period of consistent productivity since the prior promotion. The individual must have an established reputation as an educator (both locally and nationally) as demonstrated by (i) invitations to write review articles, chapters, and editorials and (ii) service as a visiting professor, on program committees, or as a course faculty member outside of the region. The strongest candidates will hold leadership positions in regional and national level professional societies and editorial boards. Faculty appointed to these positions have usually authored approximately 20 peer-reviewed publications (not including abstracts).

Useful Links:

Required CV Format

The Committee on Faculty Appointments and Promotions has developed a standard form for the curriculum vitae, which must be used by faculty and departments in supporting recommendations for promotions and tenure. Use of the required standard form will ensure that all requisite information is available to the committee and will expedite the review of recommendations.

Documentation of Teaching Effectiveness—available in three formats: [PDF] | [Microsoft Word] [VUSM electronic educator's portfolio]

The special Documentation of Teaching Effectiveness form is required and must be used to specify the teaching activities of the candidate. Specific assessments of the candidate’s teaching effectiveness should be submitted in reference to the candidate’s primary mode of teaching. Such assessments might include (i) peer assessments by colleagues who have observed teaching activities firsthand or (ii) trainee assessments including student assessments (as compiled by the Student Curriculum Committee) or those provided by individual trainees (e.g. graduate students, residents, fellows) who have worked in a more direct relationship with the candidate.