Quick Reference-Service Excellence, Clinical Faculty

Quick Reference-Service Excellence, Clinical Faculty

Key evidence (provided by the candidate):

• A CV in the IU Indianapolis P&T CV format. Hyperlinks to online versions or dois for key publications are essential.

        o Most or all disseminated scholarship will go in the “service” category.  Clinical faculty should not label any dissemination as "research."

• Candidate statement.

        o Within this, the candidate should describe their area of service expertise referring both to accomplishments and to related disseminated scholarship.

        o Scholarship cannot be labeled as "research" per IU policy.  

• The rest of the dossier

        o Evidence of service activities and indicators of excellence:  key projects; outcomes; dissemination and grants.  Both quantity and quality are relevant.  

        o External confirmation of the candidate’s individual role in joint projects (projects, grants, presentations, publications)

        o Evidence of teaching: peer reviews, student evaluations, and reflection on continued improvement.

        o Explanations of any awards

Elements that are like any other clinical case:

• Independence and initiative. This is described in the candidate statement and should be confirmed, for at least the most important grants and dissemination, by co-worker statements.

• Peer-reviewed dissemination (presentations or publications), at the local/regional level for associate and national/international for full; may be academic or professionally peer-reviewed.

• Satisfactory teaching as appropriate to the educational mission of the unit.

Distinctive elements:

• Within the context of the School of medicine, "service" is often oriented around patient care, either individually (e.g. the development of a new technology or therapy) or institutionally (e.g. the creation of a new service or specialty).  It must be accompanied by dissemination, and, to constitute excellence, be clearly differentiated from routine and expected levels of patient care.

• For other IU Indianapolis schools, candidates should explain their use of the term "service," which may include administrative, community, organizational, client, or governmental work.  Clinical faculty must have dissemination reviewed by academic or disciplinary/professional peers; other indicators of value may include reports, program outcomes, or documented influence on policy-making.

External reviewers:

External reviewers should assess evidence of the quality of service activities and of the disseminated scholarship IU may classify some activity as “service” that reviewers may think of as “teaching” or "research."  Please comment on overall quality and value, rather than categories. Explaining special disciplinary aspects is especially useful to IU Indianapolis committees.

Internal reviewers:

Internal reviewers should be able to determine quickly from the CV and dossier that the candidate performs at least satisfactorily in teaching. IU Indianapolis requires at least two peer evaluations and consistent student evaluations.  

For service, clinical faculty must establish that their work is distinctly superior to that which is routine or required of all clinical faculty, in quality and not solely in quantity. There should be a clear element of leadership and innovation.  

Where departments and schools have distinctive expectations of clinical faculty, they should take care to explain their assessments for other levels of review who will not be familiar with the context.

Reviewed and revised 6/2023