Do faculty understand the promotion system?

摘要

Most medical schools have developed specialized academic tracks for clinical and teaching faculty in recent years. The criteria for successful progress through these tracks are often poorly understood by faculty. New regulations governing faculty promotion that included tracks for excellence in education and patient care as well as research, were adopted by the University of Rochester School of Medicine and Dentistry in 2001. We studied whether the faculty fully understand these changes and whether this understanding related to being mentored.