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FACULTY DEVELOPMENT

FACULTY DEVELOPMENT. March-06 CBALEXANDER MD. Alice: Which way should I go? Cheshire Cat: That depends on where you are going. Alice: I don't know where I'm going!! Cheshire Cat: Then it doesn't matter which way you go! Lewis Carroll 1872 Through the Looking Glass. CBA.

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FACULTY DEVELOPMENT

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  1. FACULTY DEVELOPMENT March-06 CBALEXANDER MD

  2. Alice: Which way should I go? • Cheshire Cat: That depends on where you are going. • Alice: I don't know where I'm going!! • Cheshire Cat: Then it doesn't matter which way you go! • Lewis Carroll 1872 • Through the Looking Glass CBA

  3. Generic Concepts - M.D.’s as Employees vs Independent Contractor CBA

  4. JOB • “First five years are the most critical” • “Customer Focus” • “Be within 6 months of being competent in . . .” • Physician as a revenue source • Physician as a cost center

  5. JOBREMUNERATIONLOCATION CBA

  6. Total Medical Staff 2006 +918 2005 918 2004 885 2003 862 2002 843 DOMedicine 273 272 262 261 246 Active UH Staff-2002-2006

  7. Academic Job Division of Labor • Education ? • Research ? • Service ? • Administration ? CBA

  8. Academic Classifications • Associate • Instructor • Assistant Professor • Associate Professor • Professor CBA

  9. Academic Medicine - The Job • Tenure earning • Non-tenure earning • Are expectations outlined in writing? CBA

  10. Academic Medicine - The Job How will your time be allocated? • Service • Research • Teaching • Administration CBA

  11. Academic Medicine - The Job How will your progress be measured? • Service • Research • Teaching • Administration CBA

  12. CURRICULUM VITA POSITIVEVSCURRICULUM VITA NEUTRAL CBA

  13. Administration • Postpone Until at Least Associate Professor • Training Advice • Basic Accounting • Business Law • ? MBA CBA

  14. CASE FOR PROMOTION EDUCATION RESEARCH SERVICE CBA

  15. Education • Evaluation* • Curriculum Vita* • Initiate • Plan • List of Trainees/Accomplishments • Hard Audit in Year 3 (*See Attachments) CBA

  16. Teaching Effectiveness Evaluation 1. Teaching of students or trainees in the classroom, laboratory, clinical setting or other specific area of expertise, etc. This includes continuing education. 2. Direction of the research of graduate students. 3. Curriculum development: development of objectives, materials and methods, methods of evaluation, etc. 4. Student, resident, or fellow advising and counseling. 5. Facilitation of teaching efforts of the faculty, e.g., helping to assess the value of teaching objectives, or of methods of evaluation, providing content material for courses of study, etc. 6. Serving as a member of education, curriculum, or admissions committees. 7. Efforts to improve personal teaching skills. CBA

  17. Teaching Effectiveness Evaluation 1. Evaluations from faculty, students, residents or fellows that address objectives, methods and materials of courses that have been designed and taught by the individual. 2. Evaluations of teaching effectiveness by faculty, students, residents and fellows (differs from the above in that it addresses teaching only, not design of course. 3. Evaluations of the performance of students, residents and fellows that have been taught by the individual. 4. List special recognition of individual, i.e., teaching awards, commendations from other faculty, students, residents and fellows, special recognition by professional associations, etc.. 5. Description of new teaching program or integration of teaching effort within or between departments, when organized by this individual. 6. Description of new and better teaching techniques developed by this individual. 7. Description of short courses or “workshops” developed by this individual for students, residents, fellows, postgraduate professionals and lay public. 8. Describe teaching materials developed or improved by this individual, such as the preparation of a syllabus, book of procedures, course of study, laboratory manual, development of testing procedures or other modes of evaluation. This would include these items targeted at students, residents, fellows, postgraduate professionals and the lay public. CBA

  18. CASE FOR PROMOTION EDUCATION RESEARCH SERVICE CBA

  19. Mileposts in Research Careers: • Establishment of a strong, independent research program in a significant area of biomedicine. • Reporting results of research at national scientific meetings. • Acceptance of one’s research papers by a national peer-reviewed scientific journal. • At private research institutions, approval and funding of one’s peer-reviewed application for a grant-in-aid of research. • Establishment as a recognized research authority in one’s field. • For some with administrative and organizational ability, directorship of a research institution or a division thereof. Benson, Atkinson, Flax. Career Guide in Pathology: ASCP, Chicago, 1998

  20. Research • Reputation: Local/National/International • Curriculum Vita: Positive Features • Grant Support: • Level of Independence • Track Record • Editorial Boards • Study Sections • National Committees CBA

  21. Research • Hard Audit Year Three • Degree of Independence • Trend Compare to National • Ex: 56% Hit Rate CBA

  22. CASE FOR PROMOTION EDUCATION RESEARCH SERVICE CBA

  23. Practice Type • License • Credentials • Privilege - Scope of Practice CBA

  24. CBA

  25. CBA

  26. Medical Staff Bylaws • Appointment • Reappraisal / Reappointment • How Accomplished? • How Frequent? • Human Resources / Job Description

  27. Medical Staff Appointment Credentialing process - The process of assessing and validating the qualifications of a licensed independent practitioner to provide patient care services in a hospital. The determination is based on an evaluation of the individual’s current license, training or experience, current competence, and ability to perform privileges requested. The credentialing process is the basis for making appointments to the medical staff, and it also provides information for the process of granting clinical privileges to all licensed independent practitioners in the hospital. Credentialing and Privileging Medical Staff…JCAHO, 1997

  28. Medical Staff Appointment Privileging process - Clinical privileges may be defined several ways. For example, they may be categorized by: practitioner specialty; level of training and experience; patient risk categories; lists of procedures or treatments; or any combination of the methods listed above - particularly a combination of patient risk categories and lists of procedures. Credentialing and Privileging Medical Staff…JCAHO, 1997

  29. Maintenance of Competence • Initial Certification Examination • Re-Certification Examination • Continuing Medical Education CBA

  30. Predictions for the Future CBA

  31. Alice: Which way should I go? • Cheshire Cat: That depends on where you are going. • Alice: I don't know where I'm going!! • Cheshire Cat: Then it doesn't matter which way you go! • Lewis Carroll 1872 • Through the Looking Glass CBA

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