Faculty Development Program for The Ohio State University Department of Emergency
Medicine
In general, our goals for our faculty are three areas critical to their promotion and eventual
academic success: (1) Research and Scholarly Activity, (2) Education and Teaching and finally
(3) Service and Clinical Care. Our goals for our faculty are to help them identify and succeed in
activities that fulfill their own goals as faculty members and our departmental obligations, track
missions, help them discover their strengths, to further develop these areas and to ensure an
environment that stimulates productivity, creativity, longevity and academic success.
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Department of Emergency Medicine Track assignment
Department of Emergency Medicine monthly Track Meetings
Spring evaluation by Track Leader with written recommendations to the Chair
Chair annual review
Periodic reviews by departmental promotion and tenure committee.
Our faculty development begins with the initial appointment when the prospective faculty
member decides on one of three specific departmental tracks: scholar/researcher, clinical
educator and clinical.
1. Track Selection
Faculty are often recruited for specific areas of interest such as research and/or education
(medical student, resident, fellow). The majority of faculty members enter the
department at the assistant professor level. The track selected determines the number of
clinical and non-clinical hours and define other non-clinical duties. The tracks are
summarized below.
Scholar/ Researcher Track
Faculty members on the scholar/researcher track focus on the research and scholarly
mission with protected time to develop scholarship and to create grants and apply for
funding support for research projects. The primary area of expertise for such faculty
members will be research and scholarly activity. Research can be carried out in a
laboratory or clinical area. These faculty members are appointed on the university tenure
track. Such investigators are expected to contribute to 15 to 20 scholarly works within
their first years prior to consideration for promotion. In this context it is expected that
these faculty will present their work regionally and nationally to eventually develop a
strong national reputation. They will be expected to be promoted from assistant professor
to associate professor before the start of their 11th year of appointment. They will also
provide mentorship and advising for students, residents and fellows and junior faculty
members. In addition to these scholarly/research activities they will also be involved in
all department related educational activities (see Educator Track) as well as activities
related to clinical service.
Examples of Academic/Service activities:
 Obtaining external grant research funding
 Performing original research
 Publishing original research manuscripts
 Presentation of research abstracts and other related presentations
 National research meeting attendance
 Peer review for journals and granting agencies
 Research mentorship of research fellows, gradate students, medical students and residents
 Faculty advising for residents and resident research projects
 Mentorship of new/junior research faculty
 Other activities as appropriate
Educator Track
Faculty members on the clinical educator track focus on the education of students,
residents, fellows and faculty with protected time to develop either educational or clinical
areas of expertise. Such faculty will typically be appointed to the regular clinical
university track. It is anticipated that such faculty members will organize, develop and
supervise our efforts to educate medical students, emergency medicine residents, fellows
and faculty. They are expected to participate in leadership of educational activities such
as the emergency medicine residency program, the medical student rotations and
fellowships. Such individuals will be responsible for the innovation within the
educational programs. Residency and medical student activities include didactic lectures,
curriculum development, bedside teaching and leading and teaching small groups.
These faculty members will also be involved in educational research and, in addition to
obtaining funding for their projects, they will also be expected to contribute to the
literature in research and innovation and other scholarship endeavors.
Examples of Academic/Service activities:
 All department-related research activities (see Scholar/Researcher Track list of activities)
 Resident coordination (with Emergency Medicine and Family Medicine)
o Resident Advising
o Small Group Leaders
o Lectures
o Case development for small groups and simulation
 Medical student coordination
o Podcasts (question generation)
o Simulation supervision
o Small Group Facilitators
o Evaluation Committee
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Advanced Topics in Emergency Medicine (ATEM) lectures
Emergency Medicine Interest Group (EMIG) participation
Undergraduate Student Interest Group (USIG) participation
Medical Student lectures (airway, toxicology, ultrasound shock, acute
wound management, suturing workshop, the undifferentiated patient)
o Honors US lectures / hands-on / simulation
o Clinical Skills Immersion Experience (CSIE)
o Case development for small groups and simulation
Organized medicine activities (local, state, national, international)
Departmental committees
Medical Center committees
College of Medicine committees / activities (not inclusive)
o Med 3/4 Academic Program Committee
o Admissions Committee
o Clinical Academic Standing Committee
o Preclinical Academic Standing Committee
o Learning Society
o Objective Structured Clinical Exam (OSCE) Committee
o Preceptorships
o Student Advising
ED throughput/operations
QA/QI work
Core measures work
EMS liaison
Central Ohio Trauma System (COTS) activities (EMS, stroke, MI, trauma, disaster,
etc)
Other activities as appropriate
Clinical Track
Faculty members on the clinical track have the greatest contribution to our clinical and
service commitment of our department. Although they will be expected to participate to
some extent in scholarly, research and educational activities their primary focus will be
clinical service which includes bedside teaching opportunities with medical students and
residents. In addition to clinical services in the ED (Main and East), we also provide
wound care and hyperbaric medicine.
Examples of Academic/Service activities:
 All department-related educational activities (see Educator Track list of activities)
 All department-related research activities (see Scholar/Researcher Track list of
activities)
 ED throughput/operations
 QA/QI work
 Core measures work
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SANE program activities
Resident coordination (EM/FM)
Medical student coordination
Organized medicine activities (local, state, national, international)
Departmental committees
Medical Center committees
College of Medicine committees
EMS liaison
Central Ohio Trauma System (COTS) activities (EMS, stroke, MI, trauma, disaster,
etc)
Other activities as appropriate
2. Department of Emergency Medicine Track Meetings
a. Educator track meetings
Track meetings will occur monthly and are designed to propose and review
ongoing educational research projects and provide a forum for networking and
collaboration. Writing projects can be assigned and reviewed at this meeting and
scholarly works and proposals can be presented. These meetings will be led by
our Vice Chair of Education. Minutes and correspondence will be kept and
posted on our Educational website.
Semiannual residency education committee meetings will discuss residency
related education activities and propose innovation and curriculum changes.
Faculty members from all sites (even outside the emergency department) where
residents rotate are represented on this committee. These meetings are led by our
Residency Program Director. Minutes will be kept by the Residency Coordinator
on our educational website.
Semiannual medical student education committee meetings will discuss medical
student related educational activities and innovations as well as collaboration with
the College of Medicine. This includes review of pre-clinical emergency
curriculum as well as our third and fourth year rotations. These meetings are led
by our Director of Student Education who is also an Assistant Dean in the College
of Medicine. Minutes will be kept by the Medical Student Coordinator on our
educational website.
b. Research/Scholarly track meetings
These meetings also occur regularly and are designed to update all faculty
members regarding the status of ongoing and proposed projects. These meetings
are led by our Vice Chair of Research. Minutes will be kept by our Research
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Manager. These meetings will also provide a forum for networking and
collaboration regarding projects and presentations of completed projects.
c. Faculty and Resident Staff Meetings
On a monthly basis, faculty and residents meet. The meeting is devoted in part to
updates regarding ongoing clinical, educational and scholarly/research activities
as well as concerns or opportunities for improvement.
3. Evaluation and Meeting with Track Leaders
The senior faculty leaders are introduced to a concept of performance management that
asks faculty members to identify important developmental goals that are specific,
measurable, attainable, realistic and timely. The development of “stretch” goals is also
encouraged.
All senior faculty leaders participate in a similar annual process with the Department
Chair.
Success in meeting pre-established goals determines the annual faculty salary increase.
a. Description of Leaders
The track leaders are selected by the Department Chair and are those individuals
at the professor level or with leadership credentials in a specific track. These
track leaders serve as mentors and coaches for a number of faculty members
assigned by the Chair.
b. Meeting and Written Evaluation
The faculty member’s academic goals and plans for academic development are
discussed at their annual meeting with the senior faculty leaders and documented
as part of the written evaluation submitted to the Department Chairman.
At each annual meeting between the senior faculty leader and the faculty member,
the senior faculty leader assumes a mentor role and reviews academic
/professional progress, attainment of goals, development plans and help to
formulate specific goals for the coming year. The senior faculty leaders are
expected to “coach” the assigned faculty throughout the year on as frequent a
basis as necessary. The faculty leader can also address other issues as they arise
(e.g. review of a grant proposal or proposed new teaching innovation). The
department chair reviews the annual progress of individual faculty members in
person or in conjunction with the senior faculty evaluator as all documented
meeting reports are reviewed by the department chair.
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These reviews consist of several components and are then summarized:
1. Review of the previous year’s accomplishments in teaching, research, clinical
care and service.
2. Review of the faculty member’s interests in light of accomplishments.
3. Mutually identify developmental goals for the coming year.
4. Identify sources of mentorship and departmental resources needed.
5. Outline expected accomplishments of goals or progress toward goals for the
next annual review.
As part of the review of the previous year’s accomplishments we are attempting
to quantify as many of the following evaluation parameters as possible:
Clinical
The following metric data are compiled for each faculty member:
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Clinical hours worked
Work RVUs
Door to physician time
Door to EKG time
Average throughput time
Event reports/complaints/morbidity/mortality review
Patient satisfaction scores
The information is shared with each faculty member at least annually.
Departmental data is also shared so faculty can compare their performance with
the departmental norms.
Educational
We measure and track the following data and review with each faculty member at
least annually:
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Student assessment of teaching effectiveness
Clinical, bedside
Lecture
Resident assessment of teaching effectiveness
Clinical, bedside
Lecture
Other
 Peer evaluation
 Teaching awards
 New courses/curriculum development
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Research/Scholarly Activity
The following are measured and reviewed with all faculty members annually
 Grants
Extramural – Government / Foundation / Industry
Intramural – OSU seed grants / departmental strategic initiative
 Peer reviewed publications
 Other publications
 Abstracts
 Presentations
University/Community Service and Citizenship
Each faculty member reports the following as part of the annual review
 Administrative duties
 Departmental:
Vice Chair
Medical Director
Program Director
 Committees (department, hospital, college, university)
 Community outreach/contributions
c. Subsequent Meetings between Leader and Faculty member
Senior faculty leaders are expected to meet with faculty members at least on one
more occasion during the ensuing 12 months to monitor progress and to provide
coaching expertise.
4. Evaluation by the Chair
a. Related to Compensation
There are specific incentives as annual faculty salary increases are based on merit
and are determined during the annual review process.
b. Summary Letter
Senior faculty leaders are responsible for completing an evaluation letter to the
department chair that summarizes each faculty member’s clinical, administrative,
educational, research and scholarly activities during each academic year. In
addition, strength based activities are emphasized and a plan to improve areas
requiring additional concentration is outlined.
5. Promotion and Tenure Committee
a. Composition of Committee
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This departmental committee is composed of six senior faculty who are at the
associate professor level or higher with representation from all departmental
tracks. The Vice Chair for Research chairs the committee.
b. Timing of review
While faculty are reviewed annually at the Department level, faculty in all tracks
are evaluated at years 1, 2 and 4 by the Promotion and Tenure Committee. The
official review for tenure track faculty occurs at the end of the fourth year as the
faculty member’s dossier is reviewed by the entire committee and a
recommendation is shared with the faculty member and the Department Chair.
c. Submission of Report to the Chair
The written review (by the committee chair) is submitted to the Chair for review
and a verbal report is also shared with the faculty member.
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Review by the Chair
Faculty academic promotion is based primarily on scholarly accomplishments and
teaching excellence. The university faculty tracks include Clinical, Regular
Clinical, and Tenure track. As previously stated, faculty in all tracks are
evaluated at years 1, 2 and 4. The fourth year review generally determines
whether or not the faculty member is a candidate for continuation on the tenure
track or not. Tenure track clinicians must be promoted in rank by the 12th year of
appointment to become tenured. For regular clinical faculty the four year review
determines eligibility for another five year appointment, followed by continued
reviews every five years.
Faculty in all tracks are generally eligible for consideration for promotion at 7-10
years. The promotion process requires preparation of a detailed dossier outlining
accomplishments since initial appointment or most recent appointment, external
peer evaluation by outside faculty at more senior rank and review by the
Appointments, Promotion and Tenure Committees at the department, college and
university levels.
6. Educational Formats and Forums Encouraged
Faculty development activities based on this process have included sponsorship of faculty
members at national courses and workshops (e.g. AAMC, EMBERS, Medical
Directorship for teaching, hyperbaric medicine, etc). In addition the department
encourages course work leading to a Master’s or Ph.D. degree (MPH, MHA, MBA,
Masters in Medical Science, etc.).
Faculty are encouraged and supported to participate in university or departmentally
sponsored development activities including grant/research workshops, ultrasound
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training, and educational retreats. The department also sponsors distinguished speakers
and programs including Spring Research Day, Fall Research Conference, Survival
Skills®, workshops and others.
Courses recommended to faculty members include the following.
Society for Academic Emergency Medicine National Meeting
Council of Academic Emergency Medicine National Meeting (Navigating
Academic Waters)
American College of Emergency Physicians (ACEP) Scientific Assembly
ACEP Emergency Medicine Foundation (EMF) Teaching Fellowship
ACEP/EMF Emergency Medicine Basic Research Skills Workshop (EMBRS)
Medical Education Research Certification (MERC)
AAMC National Meeting
Harvard Macy Institute
Faculty development within the Department of Emergency Medicine is important
especially as we have expanded the number of faculty members as our mission in critical
areas of education, research, service and patient care all continues to grow.
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