A Standards-Based, Peer-Reviewed Teaching Award to Enhance a Medical School%26apos;s Teaching Environment and Inform the Promotions Process

作者：Searle Nancy S^*; Teal Cayla R; Richards Boyd F; Friedland Joan A; Weigel Nancy L; Hernandez Rachael A; Lomax James W; Coburn Michael; Nelson Elizabeth A

来源：Academic Medicine, 2012, 87(7): 870-876.

DOI：10.1097/ACM.0b013e3182584130

The authors provide the rationale, design, and description of a unique teaching award that has enhanced Baylor College of Medicine%26apos;s teaching environment and become highly valued by the promotions and tenure (P%26T) committee in determining a faculty member%26apos;s readiness for promotion. This award is self-nominating and standards based. The primary purpose for development of the award was to provide the Baylor community and the P%26T committee a method to understand and value the scholarship of teaching to the same degree that they understand and value the scholarship of discovery. %26lt;br%26gt;The authors also present results from an internal evaluation of the program that included a survey and interviews. Between the inception of the award in 2001 and the internal review conducted in 2010, the award could have had an influence on the promotion of 130 of the recipients. Of the 130, 88 (65.6%) received this award before gaining their current rank (chi(2) ( 1) = 16.3, P %26lt; .001). Stakeholders, including department chairs and members of the P%26T committee, agreed that this award is valuable to those seeking promotion. Individual recipients stated that the award is good for the institution by encouraging reflection on teaching; increasing the recognition, importance, and value of teaching; encouraging the improvement of teaching skills; and providing a better understanding to others about what medical teachers really do. Of the 214 open-ended responses to survey questions of award recipients, more than half the comments were about the value of the award and its positive effect on promotion.

• 出版日期2012-7