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GENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE

Each question in the database is preceded by the relevant LCME accreditation standard. In some cases two standards are closely related, and the questions are germane for documenting compliance with each of the two standards. Additional related information is sometimes contained in the responses to questions that deal with other standards; in those cases, cross-references to the additional information are included in italics. The cross-references are intended to help self-study groups and the survey team identify all relevant data for assessing compliance with standards.

For comprehensive instructions regarding database completion, please refer to the document “Background and Instructions for Completing the LCME Medical Education Database and Institutional Self-Study,” available on the LCME web site at: http://www.lcme.org/database.htm.

The school should maintain a master database that contains all of the information used for the self-study. When it becomes necessary to update database sections after the self-study report is complete but prior to the survey visit, the school should create a separate database containing the updated information only.

Most questions require a narrative answer or completion of a table; in some cases, it will be necessary to duplicate a blank table (for example, to summarize each of the school’s clinical teaching sites). Use as much space as necessary to answer each question completely, or to complete the tables.

Any supporting documents that are requested in the database (e.g., bylaws, organizational charts, policy documents) should be compiled in a separate (red) binder, divided by tabs for each section of the database; do not include such appended materials in the individual database sections.

The header on each page should indicate the most recent academic year for which information is available at the time of the self-study, not the academic year in which the database is being completed; in most cases, the year for which information is available will be academic year 2005-2006 for self-studies concluding in 2006-2007 . When the requested data are for a different time period than that indicated in the header, the applicable time period should be included in the response to the question.

If database information is updated after completion of the self-study, the academic year listed in the header should be changed accordingly, and marked with the word “Update” in the header along with the year shown (e.g., “Update 2006-07”). Note that changing the header will affect all pages of a database section; therefore, a fresh (blank) copy of the database section should be used for updates.

If requested information is available from the school’s web site, make sure to print a copy of the web site information for the master database maintained by the school. Changes to such documents after completion of the self-study should be printed and stamped “Updated” to indicate that they have changed, and included in the updated database. In addition, database pages that list URLs of modified web pages should indicate that the web site information has been altered from the original data available to the self-study groups.

The database copies sent to the LCME Secretariat should include printed copies of any information referred to by website URL. The Secretariat is required to maintain complete print records of all database information.

Most of the Key Quantitative Indicators (Part A of each database section) can be completed using information contained in the Longitudinal Statistical Summary Report. This report is prepared annually by the AAMC Section for Institutional, Faculty, and Student Studies, and sent directly to the dean.

SPECIAL INSTRUCTIONS FOR SECTION IV: FACULTY

Definitions:

Basic Science departments: Those departments considered to be basic science disciplines by the medical school, and reported as basic science departments on Schedule B of the LCME Part IA Annual Financial Questionnaire.

Full-time faculty: all faculty members who are considered by the medical school to be full-time, whether funded by the medical school directly or supported by affiliated institutions and organizations. Reporting of full-time faculty members should include those who meet the preceding definition and are based in affiliated hospitals, schools of basic health sciences, and research faculty. Do not include residents and clinical fellows, or faculty members who do not receive full-time remuneration from institutional sources (medical school, parent university, or an affiliated hospital or healthcare organization).

If the names of departments at your institution do not correspond to the names supplied in tables, please replace the supplied names with those used at your institution. Add or delete rows from the tables as needed, to accommodate your departmental structure.

When reporting faculty numbers by department, full-time faculty holding joint appointments should be counted only once, in whichever department is considered to be the department of “primary” appointment.

Academic Year 2005-06

SECTION IV. FACULTY

Part A: Key Quantitative Indicators

Indicate the number of full-time, part-time, and volunteer faculty in basic science and clinical departments (Source: AAMC Longitudinal Statistical Summary Report)

Full-Time Part-TimeVolunteer ClinicalBasic Science* Clinical* Basic Science* Clinical*

1998-99 113 396 1 19 9651999-00 114 316 7 37 9312000-01 130 315 3 41 9092001-02 127 333 50 42 8772002-03 113 352 9 42 8012003-04 149 405 6 39 7762004-051,2 118 386 44 49 8342005-06 141 409 11 35 776

*Classify the Pathology Department in the same way here as you do on the LCME Part IA Annual Financial Questionnaire (see Section V, standard ER-2).

1 As of January 1 of the mid academic year; i.e.: 2005/06 is as of January 1, 20062 Approximately 35 Postdoctoral Trainees (non ranked faculty) were moved to direct employment by the H Lee Moffitt Cancer Center and Research Institute following amendment of affiliation agreement.

LCME Medical Education Database 2006-07 IV. Faculty 1


SECTION IV. FACULTY

Part B: Narrative Data and Tables

FA-1. The recruitment and development of a medical school’s faculty should take into account its mission, the diversity of its student body, and the population that it serves.____________________________________________________________________________________

a. Complete the following table showing the gender, racial, and ethnic background for all full-time faculty. The counts for full-time basic science and clinical faculty should sum to the current-year data reported in Part A of this section.

Category Basic Science Depts Clinical DeptsBlack 3 11Native American (incl AK, HI)Mexican American*Puerto RicanWhite 98 303Asian/Other Pacific Islander 36 41Other Hispanic** 2 32Other RaceUnknown Race 2 22Male 94 269Female 49 140

*This and other Hispanic ethnic categories may be of any race**Includes Cuban, other Hispanics, and combinations of these categories

b. Describe any medical school or university policies and procedures on faculty recruitment with regard to diversity. How do these policies and procedures relate to the medical school’s mission, student body, and population served? Include a copy of any such statements or provide the corresponding web URL.

Annually, as part of the University Equity Accountability Plan, the College of Medicine participates in setting goals for the academic year with regard to filling positions with underrepresented minorities and women. The goals have been distributed to the department chairs with encouragement from the dean to actively strive toward meeting the goals by the end of each academic year. Specific statements requiring specific efforts to assure diversity/inclusion have been added to the advertising and recruitment process.

The leadership and faculty of the College of Medicine recognize the importance of having a diverse faculty. Activities that foster diversity and inclusion that are representative of the diverse student, patient, and employee populations served by the college are encouraged. Furthermore, a vision statement has been adopted which actively and expressly supports diversity. “The University of South Florida College of Medicine will strive for national prominence through excellence, professionalism, diversity, timeliness and strategic growth.” (January 2006)

The College of Medicine Strategic Plan provides a brief summary and establishes timelines for completion of specific initiatives. The process has been changed to communicate the goals earlier in the academic year and actively involve the chairs and other departmental leaders. See Pages 37 to 39



http://hsc.usf.edu/medicine/final_strategic_plan_20060124.pdf (See Section I, Appendix IS-1b for relevant information.)

Respecting individuals is a core part of the values of the College of Medicine. The college explicitly pledges to treat people with dignity and to create a collegial environment where people can communicate openly. In addition to following university guidelines for conducting searches, the college maintains an Office of Diversity Initiatives. Established in 1995, this office is focused on supporting both the enrollment of a diverse student body and the recruitment of a diverse group of residents, house staff, and faculty.

The link to the Mission and Values Statement is http://hsc.usf.edu/medicine/com_mission.html#

The university’s Office of Diversity and Equal Opportunity (DEO), on behalf of the university’s provost, develops and maintains search and selection guidelines for the entire university. Included is information on periodicals where advertising can reach potential women and minorities’ applicants. A link to DEO recruitment guidelines is http://usfweb2.usf.edu/eoa/recruit_guide.asp

The university requires searches for all faculty positions greater than .50 FTE, although the advertising requirement may be waived in certain circumstances as specified in the Guidelines for Waiver of Advertising. Waivers must be authorized and are only permitted for regular continuing appointments upon the presentation of “persuasive arguments” to ensure that qualified women and minorities are provided opportunities to participate in competitive searches. The College of Medicine follows the guidelines established for the university as a whole in conducting searches for its faculty positions.

Link to the USF Faculty Search and Selection guidelines from the DEO home page is http://compass.custhelp.com/cgi-bin/compass.cfg/php/enduser/std_adp.php?p_faqid=858&p_created=1036174539.

Link for Guidelines for Waiver of Advertising link is http://files.acad.usf.edu/facprogdev/16343.pdf

University Diversity and Equal Opportunity Policy is http://usfweb2.usf.edu/usfgc/gc_pp/genadm/gc007.htm revised 7/05

The Office of Diversity provides access to training and extensive web based resources at http://usfweb2.usf.edu/EOA/


http://usfweb2.usf.edu/EOA/

http://usfweb2.usf.edu/usfgc/gc_pp/genadm/gc007.htm

http://files.acad.usf.edu/facprogdev/16343.pdf

http://compass.custhelp.com/cgi-bin/compass.cfg/php/enduser/std_adp.php?p_faqid=858&p_created=1036174539

http://compass.custhelp.com/cgi-bin/compass.cfg/php/enduser/std_adp.php?p_faqid=858&p_created=1036174539

http://usfweb2.usf.edu/eoa/recruit_guide.asp

http://hsc.usf.edu/medicine/com_mission.html#

http://hsc.usf.edu/medicine/final_strategic_plan_20060124.pdf


FA-2. There must be a sufficient number of faculty members in the subjects basic to medicine and in the clinical disciplines to meet the needs of the educational program and the other missions of the medical school.

In determining the number of faculty needed for the educational program, medical schools should consider that faculty may have educational and other responsibilities in academic programs besides medicine. In the clinical sciences, the number and kind of faculty appointed should also relate to the amount of patient care activities required to conduct meaningful clinical teaching across the continuum of medical education.

___________________________________________________________________________________

Complete the following tables for the indicated basic science and clinical departments. See the instructions for completing the database for definition of full-time faculty.

a. Basic Science Departments

Faculty Numbers

Full-Time FacultyDepartment* Prof Assoc Asst Inst/

OtherVacant3 Part-Time

Pathology and Cellular Biology

6 4 1 5 0 0

Molecular Medicine 17 1 4 4 1 7Molecular Pharmacology and Physiology

9 9 2 4 2 0

Physical Therapy 2 1 4 7 3 2DIO Basic Science 9 11 28 6 11 1

Teaching Responsibilities – Revised After Reorganization of Basic Science Departments into School of Biomolecular Medicine

Number of Courses Taught per Year*

Department**Medical Students

Graduate Students

Dental Students

Nursing Students

Allied Health/Physical Therapy

Undergraduate (baccalaureate)

Pathology and Cellular Biology

2 22 0 0 1 1

Molecular Medicine

2 30 0 0 1 0

MolecularPharmacology & Physiology

2 25 0 0 1 1

3 Vacancies in former departments approved as of January 1 2006. Reorganization/consolidation of basic science departments may alter this allocation.



*List only courses for which departmental faculty have primary and ongoing responsibility (e.g., reporting final grades to the registrar) Includes 4 courses pending approval as of 4/01/2006 ** Replace indicated department names with names used at your institution, as needed.***Report Pathology data here only if you report Pathology as a basic science department in the LCME Part IA Annual Financial Questionnaire (see standard ER-2 in Section V).

b. Clinical Departments

Faculty NumbersFull-Time Faculty

Department* Prof Assoc Asst Inst/Other

Vacant Part-Time Volunteer

Anesthesiology 1 1 0 1 0 2 38Dermatology 0 0 0 0 0 0 0Family Medicine 2 4 4 0 1 2 205Internal Medicine 25 19 28 6 15 5 138Neurosurgery 3 2 4 2 3 1 9Neurology 4 3 6 2 1 2 9Obstetrics/Gynecology 7 3 5 5 4 1 32Ophthalmology 1 2 3 1 1 4 30Orthopedics 0 0 0 0 3 0 0Otolaryngology 1 2 4 0 0 0 13Pathology** 1 3 0 1 0 1 24Pediatrics 17 12 25 18 12 8 131Physical Medicine 0 0 0 0 0 0 0Psychiatry 7 5 4 9 6 5 46Pub Hlth/Prev Med** 0 0 0 0 0 0 0Radiology 1 5 5 2 5 3 43Surgery 13 8 10 1 6 0 51Urology 0 0 0 0 0 0 0DIO Clinical 30 27 54 0 33 1 7 *Replace indicated department names with names used at your institution, as needed.**Report data for these departments here only if you report them as clinical departments in the LCME Part IA Annual Financial Questionnaire (see standard ER-2 in Section V).

Teaching Responsibilities Per Department

Department**Medical Students

Dental Students

Nursing Students

Allied Health/Physical Therapy

Anesthesiology 1 0 0 0Family Medicine 2 † 0 0 1Internal Medicine 3 †† 0 0 1Neurology 1 0 0 0Obst/Gynecology 1 0 0 0Pathology*** N/A 0 0 0Pediatrics 0 0 0 1Psychiatry 1 0 0 1Surgery 1 0 0 0Other (specify) 0 0 0



*List only courses or clerkships for which departmental faculty have primary and ongoing responsibility (e.g., reporting final grades to the registrar)**Replace indicated department names with names used at your institution, as needed.***Report Pathology data here only if you report Pathology as a basic science department in the LCME † Physical Diagnosis, Ambulatory Care & Special Populations †† Medical Ethics & Humanities, Inpatient Med-Peds, Emergency Medicine-Urgent Care

c. Briefly describe the extent to which productivity pressures (research or clinical service) have affected the school’s ability to maintain its commitment to medical student education. Note if the school has had to make increasing use of part-time and volunteer faculty, graduate students, or residents to compensate for decreased availability of full-time faculty members.

Currently a majority (59 %) of basic science full-time faculty remain on full state-funded positions without risk of loss of salary and are not dependent upon grant funds for a portion of their compensation. The college is embarking on a process of mission-based management (AIMS) that will improve the connection between the allocation of resources and assignment, particularly related to the education mission. Over the short term, this discussion and planned implementation creates an environment that fosters increased accountability but also anxiety and concern by faculty regarding perceived value of various activities. Because of a goal to achieve national research prominence, there is pressure to augment research activities and an incentive plan has been put in place to increase these activities. Clinicians are being asked to be accountable for reasonable standards of clinical productivity done on percentage of assignment of clinical work as related to national benchmarks. There are concerns that pressures for increased research-grant productivity and increased clinical activity compete for the time of faculty to participate in the primary institutional mission of education.

There has been no increase in the use of part-time or volunteer faculty, graduate students, or residents to replace full-time faculty except in the Longitudinal Clinical Experience for years 1 and 2 of education.

See also Part A for this section, and information for standard IS-12.



FA-3. Persons appointed to a faculty position must have demonstrated achievements commensurate with their academic rank.

FA-7. There must be clear policies for faculty appointment, renewal of appointment, promotion, granting of tenure, and dismissal that involve the faculty, the appropriate department heads, and the dean.

a. Provide a brief description of each faculty employment track.

The college has established published criteria for achievements in education, research and scholarly activity, service, and clinical care relevant to appointment and promotion of faculty. All are readily available on the Faculty Affairs website and are generally understood and acknowledged by the faculty. The section of faculty guidelines are posted at http://hsc.usf.edu/facultyaffairs/com_apt.html#Doc(See Section IV, Appendix 3 & 7 for guidelines.)

The college review of applications for appointment, promotion, or tenure assesses the overall quality of the individual's contributions in relation to both the criteria for the position and the nature of the individual's faculty duties and responsibilities. Scholarly activity, teaching, service, and clinical care are all reviewed. The quality of an individual's contributions in scholarly activity, teaching, service activities, and clinical care is evaluated, not just the quantity, since accomplishment cannot be measured simply by meeting numerical criteria.

Scholarly activity includes basic and applied research, published works, creation of innovative teaching, and clinical materials or procedures, and other original contributions to the health science knowledge based.

b. Briefly summarize the institution-wide (medical school or university) policies and procedures for the appointment, renewal of appointment, promotion, granting of tenure (if applicable), and dismissal for all faculty members. Include a copy of the written appointment and promotion guidelines or the web URL.

Teaching includes instructional activities in the classroom, laboratory, or clinical setting that involve medical students, residents, fellows, graduate students, continuing professional education, and public education. It also includes participation in didactic lectures, presentations, and discussions at Grand Rounds, seminars, workshops, journal clubs, research meetings, supervisory sessions, and laboratory and clinical training.

Service activities include service to the department, college and university or to the faculty member’s local, state, national, professional, or academic communities.

Clinical care involves the provision of professional health care services to patients at the college’s clinics and affiliated institutions, either in connection with the faculty’s teaching responsibilities or recognition as an outstanding clinician, superior clinical accomplishments, leadership role in a professional organization, membership or fellowship in an professional organization, or board-certification in a specialty/subspecialty.

While most of the general faculty at the University of South Florida are covered by a collective bargaining agreement, faculty in the College of Medicine are not. The university has promulgated a regulation to address matters of misconduct should the need arise to discipline out-of-unit faculty. This regulation generally provides that action will be taken with just cause and notifies the faculty member that they have the right to grieve any action, to defend themselves on the issues, and are entitled to any rights


http://hsc.usf.edu/facultyaffairs/com_apt.html#Doc


defined by federal and state law. Regulations are maintained for the university on the web site of the University's Office of the General Counsel.

Regulation 10-112, Faculty Misconduct and Incompetence is located at: http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-112.htm

The USF College of Medicine is covered by University rule 6C4-10.111, Faculty Separations from Employment and Layoff. This rule is available on the web at http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-111.htm

Section (1)(a) of this rule pertains to dismissal. A faculty member may only be dismissed for just cause, i.e., incompetence or misconduct. A tenured faculty member who receives notice of actual or intended dismissal has the right to have the case heard before a committee of faculty peers. Refer also to University Rule 6C4-10.112, Faculty Misconduct and Incompetence, on the web at http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-112.htm and University Rule 6C4-10.113, Faculty Grievances, at http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-113.htm

Section (2) pertains to layoff. Layoff is applicable to tenure-earning faculty (not paid from “soft money”) who are appointed for one academic year or more. A tenured faculty member will not be laid off if there are non-tenured faculty members in comparable positions in the layoff unit.

Although not considered dismissals, other separations include non-reappointment and ending an appointment due to the ending or reallocation of soft-money funding. The university rule on Non-Reappointment is available on the web at http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-110.htm. Non-reappointment occurs when a faculty member who is paid from state funds or has been paid from soft money for three or more years is given advance notice that his/her employment contract will not be renewed. The length of the advance-notice period varies with the length of service. This is summarized as follows:

Instructional or Research faculty (non-tenured or non-tenure earning (funded with state funds) get 1 semester notice of non-renewal in the first or second year of employment, all other faculty members get 3 months notice.

Instructional or Research faculty (non-tenured or non-tenure earning) with more than 2 years of service are provided 1 year notice in accordance with the regulation.

If appointed for less than 1 year, or as temporary or visiting—no notice is required.

Faculty members appointed to positions funded by “soft” fund sources get 90 days notice if they have been at USF for 3 or more years.

Grant-funded faculty with non-renewal of funding or exhaustion of fund source do not receive a notice of non-renewal (unless they’ve been at USF for 3 or more years), but a courtesy letter advising them of the end of funding is customarily issued.

Link: http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-110.htm

Non-reappointment is not due to performance deficiencies or discipline issues but, rather, having philosophy or approach that is not in concert with that of the department or simply not being a good fit with the rest of the department or the assignment. Ending the appointment due to soft money funding issues does not require notice; however, the college provides a courtesy notification.


http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-113.htm


http://usfweb2.usf.edu/usfgc/ogc%20web/currentregs/USF10-111.htm%20%20



c. Explain any variation in the policies across tracks or in their application from department to department.

The university and its College of Medicine have uniformly implemented the policies as published. The tenured faculty have specific rights and privileges and can only be terminated for “just” cause and have the rights of filing a grievance and requesting peer review. On the other hand, faculty who are tenure- accruing but not yet tenured, or are clinician educators, scientist educators, or research scientists are subject to the terms and conditions of their contract or grant funding as applicable. Notice of such conditions is provided in the annual contract. Grant-funded faculty may be terminated without further notice, as is so stipulated in their contract of employment, at such time or if specific grant funds are exhausted or terminated as applicable.

(See Section IV, Appendix 3 and 7 for relevant information.)

FA-4 Members of the faculty must have the capability and continued commitment to be effective teachers.



Effective teaching requires knowledge of the discipline and an understanding of curriculum design and development, curriculum evaluation, and methods of instruction. Faculty members involved in teaching, course planning and curricular evaluation should possess or have ready access to expertise in teaching methods, curriculum development, program evaluation, and student evaluation. Such expertise may be supplied by an office of medical education or by faculty/staff members with backgrounds in educational science.

Faculty involved in the development and implementation of a course, clerkship, or larger curricular unit should be able to design the learning activities and corresponding evaluation methods (student and program) in a manner consistent with the school’s stated educational objectives and sound educational principles.

Community physicians appointed to the faculty, on a part-time basis or as volunteers, should be effective teachers, serve as role models for students, and provide insight into contemporary methods of providing patient care.

Among the lines of evidence indicating compliance with this standard are the following: - Documented participation of the faculty in professional development activities related specifically to teaching and evaluation. - Attendance at regional or national meetings on educational affairs. - Evidence that faculty members’ knowledge of their discipline is current.

__________________________________________________________________________________ a. Describe the elements of faculty teaching skills (e.g., content mastery; ability to lecture or lead a small group; professionalism) that are formally evaluated by medical students.

At the end of each course/clerkship, students are prompted to fill out a college-wide, on-line evaluation of faculty associated with the course/clerkship the student has recently completed. The instrument contains the following items:

1. Instructor communicates clear expectations for student achievement, which are congruent with course/clerkship goals and objectives.

2. Instructor demonstrates evidence of a scholarly knowledge base and expertise appropriate to the course/clerkship content.

3. Instructor establishes a learning environment that promotes open dialogue, interaction, a sense of community among students, and between instructor and students in the classroom or small group settings.

4. Instructor uses critical inquiry to promote independent learning.

5. Instructor provides useful, constructive feedback on student acquisition of knowledge, skills, attitudes, and values and is invested in student mastery of targeted objectives.

6. Instructor demonstrates professional behavior during interactions with colleagues, other health professionals (where applicable), staff, patients, and students ,thereby serving as a role model for students.



(See Section IV, Appendix 4 for full copy of evaluation.)

b. How are any problems identified by such evaluations addressed?

1. For both departmental and interdisciplinary courses and clerkships, evaluation results go to the course/clerkship directors as well as individual faculty members. Department chairs and the associate dean for Undergraduate Medical Education also receive a copy. Chairs are responsible for departmental course follow-up. The associate dean for Undergraduate Medical Education is responsible for interdisciplinary course follow-up.

2. Reports are generated with notification of who receives a score below a set standard, on any item or on the overall rating.

3. The departmental chair or associate dean for Undergraduate Medical Education provide a report to the vice dean for Undergraduate Medical Education indicating action taken, if any, and the reasoning, for each individual on the report. (Implemented April 2006)

c. Describe methods used by departments or the school to assess individual faculty teaching efforts (e.g., annual meetings to discuss course evaluations, peer review, focus group meetings with students, etc.). In addition to the on-line college-wide mechanism described above, the Committee on Curriculum evaluates each course/clerkship in the curriculum every other year (unless there is an issue that needs to be monitored more closely.) Each course/clerkship director must complete an annual course/clerkship summary addressing all aspects of the course. This summary must address student evaluations of the course/clerkship including students’ evaluation of individual faculty. In addition to the fixed response sets on the college wide evaluation, there is an opportunity for the students to provide free-text commentary regarding faculty teaching.

The Committee on Curriculum compiles course/clerkship recommendations (including recommendations about quality of teaching) in a letter that is sent to the course/clerkship director with a copy to the department chair(s) along with the complete course/clerkship review. The course/clerkship director, in consultation with his/her departmental chair, is expected to respond to each recommendation. The review is also forwarded the vice dean for Educational Affairs, the associate dean for Undergraduate Medical Education, and the dean of the College of Medicine. These individuals critically evaluate the review to determine what support or actions must be provided administratively.

In addition, individual departments utilize instruments specific to their departments.

Students also have a unique opportunity to provide course/clerkship directors with immediate feedback regarding faculty teaching (as well as feedback on other matters) via regularly scheduled Course Liaison meetings. These Course Liaison meetings are held throughout the block and year, and bring student liaisons (elected by students for each course) together with course/clerkship directors and the associate deans for Medical Education and Student Affairs. Outside of these scheduled meetings, the course/clerkship directors have established an “open-door” policy for impromptu discussions with the student liaisons.

d. Briefly summarize opportunities for faculty members to participate in external workshops, meetings, or other activities related to medical student education.



The College of Medicine Office of Educational Affairs offers several faculty enhancement workshops each year. Examples of these include:

The Teachable Moment: Improving Clinical Teaching Faculty Development through Intentional Learning Characteristics of Effective Clinical Teaching

The Internet: An Educational Resource Planning and Organizing Rotations for Medical Students and Residents "Teachable Moments" in Managed Care Settings Low Impact Practice-based Research, Opportunities and Design Teaching and Learning Styles in Clinical Teaching: What's the Connection? Using Presentation Software Effectively Communications Skills Used by Effective Preceptors Negotiation Skills: Getting to Yes Writing Effective Objectives The Educational OSCE Learning and Teaching Evidence-Based Medicine Teaching/Learning in Small Groups Developing your Educational Portfolio Dealing With the Difficult Learner Academic Career Planning Principles of Adult Learning Teaching in Cross-Cultural Settings

The Office of Educational Affairs at COM is staffed by individuals who have expertise in student assessment. The vice dean of Educational Affairs has extensive experience in the development of student assessment tools both for written examinations, and in standardized patient programs. He also has extensive experience in the development of other evaluation tools. The associate dean for Undergraduate Medical Education has skills and experience in assessment methodologies. Further, the office employs two educators who have doctoral degrees and staff administers the clinical skills center.

In addition, the Office of Educational Affairs has arranged for regular sessions on item-writing for tests over the past few years and has an educational design team available for consultation to assist in evaluating the curriculum and designing educational tools such as the blackboard site, videos etc.

Faculty of the College of Medicine may also avail themselves of “personal educational consultations” with faculty in the Office of Educational Affairs who have advanced degrees in education. A project is underway to catalog and make available web-based faculty development programs in education which is expected to kick off in June 2006. There is also a designated individual who runs computerized administration of examinations and their evaluation. In addition, Office of Educational Affairs sponsors attendance at the AAMC annual meeting (about 5 faculty members including the committee on curriculum chair).

Individual clerkships and departments also provide faculty development activities related to teaching and evaluation skills. The Primary Care and Special Populations clerkship provides all preceptors a quarterly newsletter entitled, “The Teaching Physician.” The Emergent Care clerkship provides reference materials to instructional staff including the SAEM (Society for Academic Emergent Medicine) Medical Student Educators’ Handbook and Teaching Techniques in the Clinical Setting..

In addition, the Office of Educational Affairs offers extensive information and web-based training opportunities for faculty and residents at http://hsc.usf.edu/medicine/educationalaffairs/. Information on


http://hsc.usf.edu/medicine/educationalaffairs/


this site includes clerkship-specific objectives and as well as overall MD curriculum information, and instructions for contacting clerkship directors. On-line training modules currently available include the following: Giving Effective Feedback, Evaluation: Making it Work, Integrating the Learner, The One Minute Preceptor and the Difficult Learning Situation.

All faculty at USF have access to campus education resources. For example, the USF Center for 21st Century Teaching Excellence provides educational workshops and programs appropriate for faculty throughout the year. The center was established to promote personal reflection and scholarly dialogue on the art, science, and craft of university teaching. The center sponsors publications, workshops, and research which critically examine and promote instructional excellence. In addition, the center offers opportunities for individuals to improve their teaching effectiveness using classroom visitations and student feedback.

See also information for standard ED-30 in Section II of the database, and standard FA-11 in this section.


http://hsccf.hsc.usf.edu/authorware/oea/dls/lms/dlslms.htm

https://hsccf.hsc.usf.edu/authorware/oea/omp/lms/omplms.htm


http://hsccf.hsc.usf.edu/authorware/oea/ilbp/lms/ilbpms.htm

http://hsccf.hsc.usf.edu/authorware/oea/emw/lms/emwlms.htm

http://hsccf.hsc.usf.edu/authorware/oea/gef/lms/geflms.htm


FA-5. Faculty members should have a commitment to continuing scholarly productivity characteristic of an institution of higher learning. ___________________________________________________________________________________

a. Provide the following data by department (basic science and clinical) for the most recent completed year.

Department

Number of: Number of Departmental Faculty Members Who Are:Articles in

Peer-reviewed Journals

Books and Book Chapters

Published

Members of National Study Sections or

CommitteesJournal Editors

PIs on Extramural

Grants

Anatomy 16 4 1 2 6Anesthesiology 11 11 13 2 4Biochemistry and Molecular Biology 37

7 9 2 9

DIO 358 121 64 43 71Family Medicine 6 3 1 0 3Internal Medicine 203 64 52 2 32Med Micro 22 12 4 2 7Neurology 67 19 7 5 6Neurosurgery 76 12 14 8 19OB/GYN 20 0 5 3 1Ophthalmology 12 1 1 1 6Otolaryngology 12 4 5 0 1Pathology 40 1 6 1 11Pediatrics 28 4 19 3 30Pharmacology 38 13 2 0 17Physiology 87 7 3 2 20Physical Therapy 4 8 0 0 1Psychiatry 25 11 13 6 1Radiology 17 0 0 0 3Surgery 79 21 10 5 13

b. Describe how faculty scholarship is fostered in the medical school. Note any opportunities for mentorship or other types of support for faculty scholarly activities.

Faculty scholarship and creative activity is actively encouraged in all departments of the College of Medicine through departmental recognition, selected mentorship in some departments, and biennial faculty orientation sessions which emphasize time management, goal-setting which includes grant application and manuscript preparation, as well as encouragement of presentation at local, regional, and national meetings through the use of both intramural and grant funds. Evidence of a minimum of strong scholarship is required for academic advancement to associate professor and for continuing scholarship for advancement to professor through published criteria and guidelines of the College of Medicine. Recent discussions related to AIMS (Asset Investment Management System) emphasize not only quantity but also quality of publication in a graded sequence related to both longevity and rank with use of journal impact factors as a portion of the matrix to be considered for incentive and bonus compensation. These matrices have not yet been incorporated into the academic advancement process. Selected departments have sponsored faculty to extramural programs for faculty development such as but not limited to Family Medicine and Internal Medicine.



See also information for standard IS-13 in Section I of the database, and Part A, item (e) in Section V of the database.



FA-6. The medical school faculty must make decisions regarding student admissions, promotion, and graduation, and must provide academic and career counseling for students.___________________________________________________________________________________

Refer to responses for standards MS-4, MS-18, MS-19, and MS-33 in Section III of the database.



FA-8. A medical school should have policies that deal with circumstances in which the private interests of faculty members or staff may be in conflict with their official responsibilities.___________________________________________________________________________________

Check each area where the medical school or the university has a faculty conflict of interest policy. Include a copy of each policy in the Appendix, or provide the web site URL where the policy can be viewed.

x Conflict of interest in researchx Conflict of private interests of faculty/staff with academic responsibilitiesx Conflict of interest in commercial support of continuing medical education

A comprehensive outline of policy and procedure for USF Faculty related to both faculty, staff, and institutional conflict of interest and faculty/staff conflict of commitment is posted in the faculty handbook pages accessible to all. Links to appropriate forms for reporting are embedded at the following informational link:

http://hsc.usf.edu/facultyaffairs/hsc_conflict_of_interest2.html

The University of South Florida Continuing Professional Education program is fully compliant with the ACCME Standards for Continuing Education Support. Each faculty member must complete the following documentation in order to participate as either a planner or speaker in continuing medical education events included in its entirety due to relatively recent rigorous implementation. Following is a link to the Continuing Professional Education home page:

http://cme.hsc.usf.edu/cpe/download.html

(See Section IV, Appendix FA-8.)


http://cme.hsc.usf.edu/cpe/download.html

http://hsc.usf.edu/facultyaffairs/hsc_conflict_of_interest2.html


FA-9. Faculty members should receive written information about their terms of appointment, responsibilities, lines of communication, privileges and benefits, and, if relevant, the policy on practice earnings.___________________________________________________________________________________

a. Describe how faculty members are notified about the following items:

Term and conditions of employment Benefits Compensation, including policies on practice earnings

Faculty members are provided with a letter of offer that outlines the terms and conditions of their employment. This letter includes the links to the web-sites outlining the more detailed information concerning their employment than may be included in the letter which generally outlines salary, identifies their tenure-earning status and the basic terms of appointment. At the Academic Human Resources Policies and Procedures area of the COM Faculty Handboo, a faculty member is provided information regarding Clinical Faculty Compensation, Extra State Compensation, and the Research Incentive Program. Although the Clinical Faculty Compensation Component is located on a password protected site for faculty at http://hsc.usf.edu/facultyaffairs/com_policies_toc.html#acadhrpol , the Extra State Compensation and Research Incentive Program information can be accessed through the COM Handbook located at http://hsc.usf.edu/facultyaffairs/ofa_comp_extrastate.html and http://hsc.usf.edu/facultyaffairs/ofa_comp_res_incent_prog.html respectively.

Policies and procedures link are located on the same page. Benefits information and additional compensation information is also located on the Office of Faculty Affairs site map located at http://hsc.usf.edu/facultyaffairs The site map also contains links to policies and procedures pertaining to faculty members and relevant forms (e.g. effort reporting or leave requests) as well as links to other areas of the university that might be helpful.

The College of Medicine conducts a biennial orientation seminar of ½ day duration as well as a reception to welcome new faculty. Below is the invitation and agenda for the sessions scheduled for September 8 and September 9, 2006.

Next USF Health-Wide New Employee Orientation:

We strongly encourage your participation in this event filled with information to promote your success at USF Health. Meet the Vice President for USF Health, and the Deans, Faculty Presidents and new faculty from the Colleges of Medicine, Nursing, and Public Health in your honor. Learn about USF Health, its strategic initiatives, achievements and direction. Hear from USF Health representatives who can help you find information, services and resources to support your career at USF Health. Space is limited. To ensure a sufficient number of handouts and adequate space, please register as soon as possible after your appointment date. In addition, to the USF Health-wide Orientation, your college has the option of coordinating new faculty development seminars and a college-specific orientation.

Next USF Health-Wide New Employee Orientation:Friday, September 8, 2006, 8:00 AM - 1:30 PM

Big East Conference Room in the New Athletic FacilityUSF Tampa Campus


http://hsc.usf.edu/facultyaffairs/ofa_nfo.html#registration%23registration

http://hsc.usf.edu/facultyaffairs

http://hsc.usf.edu/facultyaffairs/ofa_comp_res_incent_prog.html

http://hsc.usf.edu/facultyaffairs/ofa_comp_extrastate.html

http://hsc.usf.edu/facultyaffairs/com_policies_toc.html#acadhrpol


General ContentGeneral Content of USF Health New Faculty Orientation

8:00 AM - 1:30 PM Refreshments and Networking

Welcome and Introductions- Stephen K. Klasko, MD, MBA, Vice President, USF Health

USF Health Research Progress and Initiatives- Abdul Rao, MD, Dr Phil, Senior Associate Vice President, Research

Outside Activity and Conflict of Interest- John S. Curran, MD, Senior Executive Associate Dean, Academic Affairs

Resources and Services for Faculty Research and Instruction- John J. Orriola and Danny O'Neal, Medical Librarians, Shimberg Library

Ten Things Everyone Should Know About Academic Advancement at USF Health- John S. Curran, MD, Executive Associate Dean, Academic Affairs

Faculty Leave Issues- Paula Knaus, MA, Associate Dean for Faculty and Staff Affairs, COPH

Sexual Harassment and Consensual Relationships- Olga J. Joanow, JD, Director, Faculty Relations

ASK IT: Resources and Services from Information Technology- Jim McKenzie, Assistant Vice President, Information Technology and CIO

Media Training for Life- Michael Hoad, Associate Vice President for Communications and Marketing

During Lunch- USF Health Direction and Initiatives - Vice President and Dean Stephen K. Klasko; Patricia Burns, Dean, College of Nursing; Donna Petersen, Dean, College of Public Health; W. Sandy Quillen, Director, School of Physical Therapy

This forum serves as the primary venue for discussion of the general expectations for faculty at the collegiate level.

b. How and when are faculty members informed about their responsibilities in teaching, research, and, where appropriate, patient care?

Faculty members are provided an assignment form annually. The process is outlined at http://hsc.usf.edu/facultyaffairs/com_assignmt_eval_pol_proc.html This form articulates the portions of their time assigned to teaching, research and/or patient care. Ideally the form is completed prior to August 1st unless the appointment date occurs after August 1.

The process begins prior to June 1 when the faculty member is provided the Faculty Evaluation Form (for existing faculty members), the Faculty Assignment Form, the Professional Goals form and/or the Assigned Faculty Duties Summary Form. The assignment form encompasses the areas of Teaching/Instruction, Research/Scholarly Activity, Service, Administration, Clinical Care (without students and housestaff), or Other. Faculty members are asked to identify the percentage of effort to be dedicated to each area of assignment for the upcoming year.


http://hsc.usf.edu/facultyaffairs/com_assignmt_eval_pol_proc.html


The faculty member submits the completed forms to their chair/division chief/program leader ("chair"). The chair and the faculty member will meet to discuss the upcoming assignment (and evaluation for the previous year, if applicable) particularly if there are substantive changes from the preceding year. The chair certifies the forms prior to August 1; forms are initially prepared by the faculty member, but final authority regarding the assignment rests with the chair. c. If there is a faculty handbook, include a copy or provide the web site URL where the handbook can be viewed.

The link for the College of Medicine Faculty Information web site is http://hsc.usf.edu/facultyaffairs/Handbook/com_policies_toc.htm.

The web site for the Office of Faculty Affairs contains even more information; the link is http://hsc.usf.edu/facultyaffairs

The main page of the USF Faculty Handbook has more general Information and is found at http://www.acad.usf.edu/faculty+resources/handbook.html

All chairs have personally attested to the completion of the assignment and evaluation process for AY 2005/06 and assignment for 2006/07.


http://hsc.usf.edu/facultyaffairs/

http://hsc.usf.edu/facultyaffairs/Handbook/com_policies_toc.htm


FA-10. They should receive regularly scheduled feedback on their academic performance and their progress toward promotion.

Feedback should be provided by departmental leadership or, if relevant, other institutional leadership.

___________________________________________________________________________________

a. Briefly describe any medical school or university policies assuring that faculty members receive periodic feedback on their performance and progress toward promotion.

There is a yearly faculty assignment and evaluation process for all ranked faculty implemented in accordance with established policies and procedures. (See http://hsc.usf.edu/facultyaffairs/com_assignmt_eval_pol_proc.html.)

All faculty in tenure earning positions are expected to participate in a pre-tenure review. Starting in 2006, the process is offered to all faculty regardless of pathway as a means to assure the incorporation of the annual evaluation and assignment process into a more comprehensive review of academic progress.

The mid-point is defined as "in the third year of tenure time earned." This Progress Toward Tenure Review is not as extensive as the formal tenure review and is based on the documents required below.

Current College of Medicine policy requires department chairpersons to include a progress-toward-tenure review as part of the annual evaluation for all faculty appointed to tenure-earning positions, regardless of full-time equivalency and review at midpoint is actively encouraged for all faculty and supported personally by the senior executive associate dean for Faculty and Academic Affairs.

The extensive formalized pre-tenure review is conducted by the department chairperson and departmental Appointment, Promotion, and Tenure Committees during the third year of tenure-earned time for faculty with tenure-earning appointments. The review addresses the performance reflected in annual assignments, including teaching, research/creative activity, and service as well as overall performance and contributions in terms of progress towards meeting the criteria for tenure. A faculty member may request review by the Collegiate Appointment, Promotion and Tenure Committee and the senior executive associate dean for Faculty and Academic Affairs in addition. A personal review is conducted by the associate dean followed by an objective written appraisal given of progress and opportunities for improvement shared not only with the individual but also the departmental chair.

b. Describe when and how faculty members receive formal feedback from departmental leaders (chair, division or section chief) on their academic performance and progress toward promotion.

The college requires that there be an annual appraisal of performance as a part of the annual assignment and evaluation process preferably carried out by the chair with a formal en face encounter, although this may delegated to division chiefs and program leaders in large departments. When appropriate the dean’s office assists in the process upon request of the individual or department. The process is described at http://hsc.usf.edu/facultyaffairs/com_assignmt_eval_pol_proc.html and is generally known by the faculty. Informal and formal mentorship occurs to a variable extent depending upon the department of assignment

c. Briefly summarize any mentoring programs for junior faculty at the departmental level.Informal mentoring programs at the departmental level are generally accomplished by direct personal involvement of chairs in the basic science and clinical departments as a part of the annual assignment and evaluation process. There is a level of involvement of the senior executive associate dean for Faculty and Academic Affairs in preparing individuals for promotion and academic advancement. This starts with


http://hsc.usf.edu/facultyaffairs/com_assignmt_eval_pol_proc.html


the biennial orientation presentations and continues through seminars with active learning for junior faculty held quarterly which have been quite successful in the perception of faculty who need additional non-departmental mentoring and counseling. In addition, the senior executive associate dean for Faculty and Academic Affairs presents workshops on the development of teaching dossiers and creation of a focused professional CV organized to emphasize the faculty member’s achievements. An active learning strategy for faculty review of peer CVs has been quite successful in combination with traditional presentations.



FA-11. Opportunities for professional development must be provided to enhance faculty members’ skills and leadership abilities in education and research.___________________________________________________________________________________

a. Describe any centralized or departmental activities to assist faculty members in improving their skills as teachers and evaluators of medical students. Include the number of faculty who participated in such activities during the most recent academic year. The university’s Center for 21st Century Teaching Enhancement provides a variety of programs for improving teaching skills and the assessment of students and can be found at http://www.cte.usf.edu/. Established to promote personal reflection and scholarly dialogue on the art, science, and craft of university teaching, the center sponsors publications, workshops, and research which critically examine and promote instructional excellence. In addition, it offers opportunities for individuals to improve their teaching effectiveness using classroom visitations and student feedback.

Within the College of Medicine, the Office of Educational Affairs provides numerous opportunities for faculty members to improve their skills as teachers and evaluators of medical students. These opportunities include traditional workshops as well as web-based training opportunities. The on-line training modules currently available include the following: Giving Effective Feedback, Evaluation: Making it Work, Integrating the Learner, The One Minute Preceptor, and the Difficult Learning Situation. These modules include objective and reflective style questions, thus making the modules interactive. Efforts are currently underway to electronically track who completes the various modules.

Examples of “live” faculty enhancement workshops offered this year include the following: Learning, Teaching, and Understanding Managing Research Accounts; Learning with Intention; Managing a Career as a Researcher and Scholar; Assessment of Student Learning; Using Power Point to Enhance Lectures; Building Learning Communities; Developing Learner-Centered Syllabi; and Technology Based Assessment. Approximately 5-6 individuals attended each of these workshops. Another part of our program is a three-session Team-Based Learning Workshop. In the inaugural offering of this workshop in spring 2006, there were 27 participants.

Experts from outside of USF COM have also been brought in to provide workshops over the last several years. Examples include the following:

The Teachable Moment: Improving Clinical Teaching Faculty Development through Intentional Learning Characteristics of Effective Clinical Teaching

The Internet: An Educational Resource Planning and Organizing Rotations for Medical Students and Residents "Teachable Moments" in Managed Care Settings Low Impact Practice-based Research, Opportunities and Design Teaching and Learning Styles in Clinical Teaching: What's the Connection? Using Presentation Software Effectively Communications Skills Used by Effective Preceptors Negotiation Skills: Getting to Yes Writing Effective Objectives The Educational OSCE Learning and Teaching Evidence-Based Medicine Teaching/Learning in Small Groups Developing your Educational Portfolio


http://hsccf.hsc.usf.edu/authorware/oea/dls/lms/dlslms.htm


http://hsccf.hsc.usf.edu/authorware/oea/ilbp/lms/ilbpms.htm



http://hsccf.hsc.usf.edu/authorware/oea/gef/lms/geflms.htm

http://www.cte.usf.edu/


Dealing With the Difficult Learner Academic Career Planning Principles of Adult Learning Teaching in Cross-Cultural Settings

The Office of Educational Affairs at COM includes professionals who have expertise in student assessment. The individuals include the vice dean of Educational Affairs who has extensive experience in the development of student assessment tools both for written examinations, and in standardized patient programs. He has also had extensive experience in the development of other evaluation tools. The associate dean for Undergraduate Medical Education also has skills and experience in assessment methodologies. In addition, the Office of Educational Affairs has arranged for regular sessions on item- writing for tests over the past few years and has an educational design team.

Faculty of the College of Medicine may also avail themselves of “personal educational consultations” with faculty in the Office of Educational Affairs who have advanced degrees in education. These individuals, along with their staff, are available for consultation to assist in evaluating the curriculum and designing educational tools such as the blackboard site, videos etc. Additionally, within the Office of Educational Affairs, a designated individual runs computerized administration of examinations and their evaluation. In addition, Office of Educational Affairs sponsors attendance at the AAMC annual meeting (about 5 faculty members including the committee on curriculum chair).

Individual clerkships and departments also provide faculty development activities related to teaching and evaluation skills. The Primary Care and Special Populations clerkship provides all preceptors a quarterly newsletter entitled, “The Teaching Physician.” The Emergent Care clerkship provides reference materials to instructional staff including the SAEM (Society for Academic Emergent Medicine) Medical Student Educators’ Handbook and Teaching Techniques in the Clinical Setting.

The College of Medicine provides ongoing professional development programs designed to ensure the success of our faculty through the following offices or entities:

Educational Affairs Faculty Affairs HSC Library Information Services Professional Integrity Research Dean and Chief Operating Officer

The Office of Faculty Affairs web site, http://hsc.usf.edu/facultyaffairs/ofa_profl_dev.htm is yet another resource for faculty.

In addition to the programs locally offered to College of Medicine faculty, the dean provides financial support for selected women faculty to participate in AAMC-sponsored leadership programs such as the Executive Leadership in Academic Medicine (ELAM, 1), Southern Region Professional Development Conference for Women in Medicine and Research (6), and the AAMC Mid-Career Women Faculty Professional Development Seminar (3).

b. Describe any centralized or departmental activities to assist faculty members in enhancing their skills in research and grant procurement. Include the number of faculty who participated in such activities during the most recent academic year.


http://hsc.usf.edu/facultyaffairs/ofa_profl_dev.htm


The newly organized Office of Research was created in April 2006 to assist faculty in their research endeavors. To this end, a new Office of Research web site was created providing faculty easy access to available resources for research training and opportunities. In addition, a newsletter and news on research funding opportunities were created and are distributed electronically every month to faculty with the latest information on training and funding opportunities. The office has also provided seminars on equipment available or expected soon in our core facilities, and how this equipment can enhance their research efforts. Currently, the Office of Research is renovating more than 3000 square feet of space to build new facilities in flow cytometry, microscopy and imaging, proteomics and genomics, and animal systems. In addition, the GAAP, Grants Application and Assistance Program is being developed to provide faculty assistance with the organization, submission, and revision of research grants.

There is no data on the number of faculty who participated in these programs or on the success of the programs because all are either under development or have been developed and instituted only within the past 3 months.

The Office of Faculty Affairs coordinates small-group workshops for new faculty and encourages their participation. The program offerings and their attendance is as follows: On Becoming a New PI (2), Grant Management and Activity Reporting (0), and Protecting your Intellectual Property and Commercialization (3), Promotion, Tenure and Evaluation (35) n. In addition, the New Faculty Orientation (34) provides information about research and networking with key individuals in the HSC Research Office.

Attendance at the small-group workshops for new faculty has been lower than expected; therefore, the format for New Faculty Orientation has been revised to include detailed presentations by the associate dean of research providing important research-related information to our new faculty.

See also information for standard FA-4.



FA-12. The dean and a committee of the faculty should determine medical school policies.

This committee, which typically consists of the heads of major departments, may be organized in any manner that brings reasonable and appropriate faculty influence into the governance and policymaking processes of the medical school.

FA-13. Schools should assure that there are mechanisms for direct faculty involvement in decisions related to the educational program.

Important areas where direct faculty involvement is expected include admissions, curriculum development and evaluation, and student promotions. Faculty members also should be involved in decisions about any other mission-critical areas specific to the school. Strategies for assuring direct faculty participation may include peer selection or other mechanisms that bring a broad faculty perspective to the decision-making process, independent of departmental or central administration points of view. The quality of an educational program may be enhanced by the participation of volunteer faculty in faculty governance, especially in defining educational goals and objectives.

_____________________________________________________________________________________

a. List the major permanent committees of the medical school. Note whether each committee is charged to make recommendations (R), empowered to take action (A), or both (B).

CommitteeNumber of Members

Appointed or Elected by: Reports to:

Authority (R/A/B)

Academic Performance Review Committee 29

Course Directors Appointed by

DeanDean B

Appointment Promotion and Tenure Committee 9 Dean Dean RMedical Student Selection Committee 11 Dean Dean BSpace Committee 7 Dean Dean RAcademic Computing Proposed

DissolutionFaculty Council

Dean Dean RBylaws

5Faculty Council

Dean Dean RContinuing Professional Education 19

Faculty CouncilDean Dean R

Curriculum14

Faculty Council Dean Dean R

Graduate Medical Sciences Education 11

Faculty Council Dean Dean R

Professional Student Affairs 9

Faculty CouncilDean Dean R

Research 19 Faculty CouncilDean Dean R

b. Describe how the dean obtains input from department heads and faculty members regarding institutional planning and decision-making. Note how often the dean meets with department heads,



members of the dean’s staff, and other medical school leadership groups (e.g., Executive Committee, Faculty Council).

Input from department heads is coordinated by the vice deans for Education, Research and Clinical Affairs through a monthly meeting with the dean and then with the department heads meeting as “all chairs” on the third Friday morning of each month. A meeting with clinical chairs occurs on the first Friday and with the basic science chairs at a luncheon on the second Friday of each month. There is a monthly meeting with the dean’s staff. In addition, the dean generally presents monthly at each Faculty Council meeting held the third Tuesday of each month. Each of these meetings provides substantial time for interaction with regard to planning, development, new initiatives etc.

See also information for standard IS-4 in Section I of the database.



FA-14. The full faculty should meet often enough for all faculty members to have the opportunity to participate in the discussion and establishment of medical school policies and practices.________________________________________________________________________________

a. List the number and type of general faculty meetings held during the past year. What major items have been on the agenda at these meetings?

A variety of faculty meeting are held throughout the year within the College of Medicine. Two general faculty meetings, the annual and semi-annual meetings of the faculty are held in September and February to which all faculty are invited. In addition, the Faculty Council, an elected body of faculty representatives from all COM departments and the School of Physical Therapy, holds meetings on a monthly basis. Topics that have been addressed in these meetings include the function and goals of the AIMS Council, areas of research emphasis at the COM, space utilization and space distribution policies, and the roles of advisory committees.

b. How are faculty members informed about upcoming meetings? Describe how faculty who are not present learn about the discussion or outcomes of general faculty meetings.

Faculty members are informed about upcoming meetings by both electronic and paper announcements as well as bill-boards placed throughout the college to announce annual and semi-annual meetings. The Faculty Council, through its web site and e-mail announcements distributes a “Meeting Highlights” summary of the major topics of discussion at the various Faculty Council meetings immediately following each meeting. In addition, the Faculty Council has established a policy that all presentations given at Faculty Council meeting are posted on the council’s web site for faculty to review at a later date.

c. Describe any special meetings of the faculty held in the past two years (e.g., faculty retreats related to the educational program or strategic planning), including goals, level of participation, and outcomes.

Over the last several years, a comprehensive process for modifying the curriculum has involved numerous faculty and associated retreats. One particularly comprehensive and engaging process was started in November 2003 with a letter to the chair of the Committee on Curriculum, and ended in May 2005 with the implementation of new curriculum. The goal of this process was to develop a modified clinical curriculum. Participation was high with over 100 faculty and students involved under the supervision of Committee on Curriculum and the PACE committee. (Refer to PACE process in Section II, ED-9c.)

Town meetings and faculty retreats have been held on a number of other topics, such as the direction of research. The goals of this retreat were to summarize the strengths and weaknesses of the research mission at the college and to develop research goals for the coming year. In the past several months, the role of research and the reorganization of the basic sciences at the College of Medicine has also been a topic of many town hall meetings and retreats. These sessions have been attended by a diverse array of basic science and clinical faculty, and attendance has been quite high.

d. In addition to meetings, what other vehicles exist to inform faculty members about medical school matters?

Additional vehicles, such as a college newsletter and email announcements from the dean have been effectively used to keep the faculty informed of medical school advances.

END OF SECTION IV


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