Guidelines for evaluating the educational performance of medical school faculty: Priming a national conversation

Constance Baldwin, Latha Chandran, Maryellen Gusic

Research output: Contribution to journalArticlepeer-review

43 Scopus citations

Abstract

Background: The academic community needs a sound framework for the promotion and advancement of educators. The Group on Educational Affairs of the Association of American Medical Colleges organized a consensus conference that affirmed the use of five domains for documenting the quantity and quality of scholarly engagement in educational activities: teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment. Summary: In this article, we offer detailed guidelines to evaluate these five domains of educator performance and the essential elements of scholarly activity. The guidelines are adapted from our developmental educator portfolio template and educator portfolio analysis tool, previously published in MedEdPORTAL. A short tool for educator performance evaluation that summarizes items in the guidelines is proposed for discussion. Conclusions: Our goal in this article is to itemize criteria for systematic faculty evaluation that can be applied in any institutional setting to assist promotion decision makers in their task of evaluating medical school faculty.

Original languageEnglish (US)
Pages (from-to)285-297
Number of pages13
JournalTeaching and learning in medicine
Volume23
Issue number3
DOIs
StatePublished - 2011
Externally publishedYes

ASJC Scopus subject areas

  • Education

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