Faculty Development: Academic Opportunities for Emergency Medicine Faculty on Education Career Tracks
Corresponding Author
Wendy C. Coates MD
Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, CA (WCC)
Harbor-UCLA DEM, Box 21, 1000 West Carson Street, Torrance, CA 90509-2910. Fax: 310-212-6101; e-mail: [email protected].Search for more papers by this authorCherri D. Hobgood MD
University of North Carolina School of Medicine, Department of Emergency Medicine, Chapel Hill, NC (CDH)
Search for more papers by this authorAdrienne Birnbaum MD
Albert Einstein College of Medicine, Jacobi and Montefiore Medical Centers, Department of Emergency Medicine, Bronx, NY (AB)
Search for more papers by this authorSusan E. Farrell MD
Harvard Medical School, Brigham and Women's Hospital, Department of Emergency Medicine, Boston, MA (SEF).
Search for more papers by this authorCorresponding Author
Wendy C. Coates MD
Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, CA (WCC)
Harbor-UCLA DEM, Box 21, 1000 West Carson Street, Torrance, CA 90509-2910. Fax: 310-212-6101; e-mail: [email protected].Search for more papers by this authorCherri D. Hobgood MD
University of North Carolina School of Medicine, Department of Emergency Medicine, Chapel Hill, NC (CDH)
Search for more papers by this authorAdrienne Birnbaum MD
Albert Einstein College of Medicine, Jacobi and Montefiore Medical Centers, Department of Emergency Medicine, Bronx, NY (AB)
Search for more papers by this authorSusan E. Farrell MD
Harvard Medical School, Brigham and Women's Hospital, Department of Emergency Medicine, Boston, MA (SEF).
Search for more papers by this authorAbstract
Medical school faculty members who specialize in the scholarship of teaching have unique requirements for academic advancement in universities with clinician-educator series. While excellence in teaching is the cornerstone of achievement, attention to traditional academic pursuits improves the likelihood of a favorable review by the institution's promotion and tenure committee. The teaching portfolio is an effective means to document performance. Ongoing faculty development and sound mentoring relationships facilitate the academic advancement of clinician-educators.
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