Academic Job Descriptions

Department of Medicine Academic Job Descriptions
Clinician-Teacher (C-T)

General Description
Clinician teacher is the most common job description in the Department of Medicine, accounting for 38% of all full-time faculty. This category is intended for Department members with a major commitment to the provision, advancement and promotion of excellence in clinical care and teaching/educational activities and who contribute significantly to scholarly activities. All faculty seeking promotion on the basis of sustained excellence in teaching are expected to have achieved sustained meritorious activity as well as elements of creative professional activity.
Time Distribution

• 50-75% clinical related activities (Includes teaching within the context of clinical care provision)
• 15-25% teaching and education-related activities (outside of the provision of clinical care)
• 10-25% Other scholarly activities, creative professional activity, research and administration

Clinical Activities

• Clinical activities will vary significantly based on the nature of the member’s clinical practice.  Those with inpatient attending responsibilities will typically be on service for 3-8 months/year.  Those with ambulatory practices will typically have 1-3 clinics per week if also inpatient attending and 5-7 per week if solely ambulatory.
• It is expected that Clinician Teachers will teach and supervise undergraduate and postgraduate trainees during most of their inpatient or ambulatory clinical activities and would be involved in the evaluation of these trainees.

Teaching & Education Activities
Expected Activities
Quantity

• Clinician Teachers are expected to be involved in centrally scheduled, evaluated undergraduate teaching such as Arts and Science of Clinical Medicine (ASCM), Portfolio Courses, Problem-Based Learning courses and Determinants of Community Health (DOCH). Some individuals with other major educational commitments may be exempted from this requirement;
• All clinician teachers are expected to be involved in the evaluation of trainees including completion of in-training evaluations, participation in OSCEs and other formative or summative examinations;
• Engagement in some faculty development of skill acquisition related to teaching/education (e.g. curriculum development, bedside teaching, ambulatory teaching, mentoring, educational leadership, attendance at education meetings such as CCME and ICRE).
• Participation in postgraduate academic half-day or other educational programs;

Quality

• All Clinician Teachers must maintain a formal teaching/education dossier to document and reflect on their teaching and educational activities and evaluations;
• All Clinician Teachers must achieve satisfactory Teaching Effectiveness scores (eg. POWER, MedSIS evaluation);
• All Clinician Teachers must display receptiveness to feedback on teaching (e.g., use of feedback to modify a teaching strategy).

Meritorious Activities
Quantity

• Significant Undergraduate teaching (>100 hours/year or >24 hours centrally scheduled teaching outside of the context of clinical care);
• Significant engagement in remediation of students, residents or teachers;
• Significant engagement in curriculum development such as implementing new rotations, new curricula or new evaluation modalities;
• Significant commitment to educational scholarship. Examples include presentation at one or more educational meetings such as CCME and ICRE, scholarly projects funded by the Education Development Fund (or similar), dissemination via peer-reviewed website or publication;
• Mentoring other teachers;
• Pursues opportunities to improve teaching abilities such as taking faculty development courses or arranging peer teaching consults;
• Significant engagement in educational leadership.

Quality

• Teaching awards (nominated or received);
• Consistently high Teaching Effectiveness scores;
• Other evidence of teaching excellence (eg. citation in on-site reviews, unsolicited testimonials, etc);
• Evidence of impact beyond their hospital/program (i.e., dissemination).

Research and/or Scholarship

• Involvement in research and/or scholarship may vary significantly and may not be limited to educational scholarship;
• Clinician teachers are actively encouraged to involve trainees in their research and scholarly work.

Administrative

• Member of 1 or 2 University/hospital committees 

Clinician-Educator (C-E)

General Description
Clinician Educators represent approximately 10% the Department’s full-time faculty. This category is intended for faculty members with a major commitment to education in the form of scholarly activities related to education leadership and administration; and/or education research.
Time Distribution

• 30-40% clinical activities (includes teaching within the context of clinical care provision)
• 10-20% teaching

And either:

• 30-50% research in education (including CPA), and/or education leadership/administration

Clinical Activities

• Clinical activities will vary significantly based on the nature of the member’s clinical practice. Those with inpatient responsibilities will typically be on service for 3-4 months of the year. Those with ambulatory practices will typically have 1-3 clinics per week if also inpatient attending, and 3-5 per week if solely ambulatory.
• It is expected that most Clinician Educators would teach and supervise UG and PG learners during most of their inpatient or ambulatory clinical activities and would be involved in the evaluation of those learners.

Teaching & Education Activities
Expected Activities
Quantity

• Most Clinician Educators are expected to teach in centrally scheduled, evaluated undergraduate and postgraduate teaching;
• Most Clinician Educators will be encouraged to teach at the continuing education or faculty development level, depending on the nature of their clinical practice, research or scholarship;
• Some Clinician Educators will be expected to supervise projects (research, scholarship, patient safety/quality, etc) depending on the nature of their clinical practice and scholarly areas.
• Participation in postgraduate academic half-day or other educational programs;

Quality

• All Clinician Educators must maintain a formal teaching/education dossier to document and reflect on their teaching and educational activities and evaluations.
  

Teaching:

• All Clinician Educators must have satisfactory teaching evaluations (e.g, POWER or MedSIS);
• All Clinician Educators must be receptive to feedback on their teaching and engage in faculty development and/or mentorship around teaching/education.

Leadership/Administration:

• All Clinician Educators with major leadership/administrative responsibilities must show effectiveness in those positions (course evaluations, rotation effectiveness scores, internal/external reviews, etc).

Research:

• Clinician Educators who are focusing on education research must engage in research activity, e.g., applying for peer-reviewed funding, conducting scholarly activities in the form of research in education, innovation, implementation or sustainability of educational programs. This includes presenting/disseminating their work and engaging with the broader community.

Meritorious Activities
Quantity
Teaching:

• Significant undergraduate teaching (e.g >100 hours/year or, > 24 hours of centrally scheduled teaching outside of the context of clinical care such as lectures, PBL or ASCM);
• Significant postgraduate teaching apart from clinical activities (e.g., academic half-days, CRISP, Royal College prep seminars, etc);
• Significant faculty development or continuing education teaching (e.g., expert teacher/lecturer, faculty development courses, etc);
• Mentoring other teachers or researchers;
• Mentorship of learners regarding scholarship/research.

Leadership/Administration:

• Significant educational leadership positions (e.g., course director, national leadership position, Royal College exam board or specialty committees, etc);
• Significant contributions to curriculum development, evaluation and renewal at any level;
• Significant contributions to learner assessment at any level (e.g., examination development).

Research:

• Significant research and/or scholarship in education including dissemination to national and/or international audiences;
• Involvement in national or international research groups or organizations.

Quality
Teaching:

• Teaching awards (nominated or received);
• Consistently high teaching effectiveness scores;
• Citations on on-site reviews;
• Unsolicited testimonials from learners.

Leadership, Administration and research

• Evidence of impact (e.g., uptake by other programs, invitations to speak/consult regarding educational innovations, scholarship, etc);
• Research publications in high-impact peer-reviewed journals, presentations at national or international conferences, etc.

Administrative

• Apart from leadership activities Clinician Educators are expected to participate in one or two Hospital, Departmental or Faculty-level committees relevant to their work.

Clinician-Investigator (C-I)

General Description
Clinician Investigators are faculty members who direct a clinical research program but whose time commitment to research is less than 70%.
Time Distribution

• 30-40% clinical (includes teaching within the context of clinical care provision)
• 10-20% teaching
• 50-60% research, administration

Clinical Activities

• Ambulatory: 2-3 half-days/wk
• In-patient attending, consulting: 2-3 months/yr
• In addition, clinical activities performed concurrently during one-to-one and informal teaching of residents and/or fellows (including case reviews, teaching and supervision of procedural and technical skills, patient care, etc.)

Teaching & Education Activities
Quantity:

• Teaching only within the context of provision of clinical care is not sufficient;
• Clinician Investigators are expected to be actively engaged in teaching but the nature of teaching will vary depending on the nature of their research and clinical work.

Examples of teaching commitments typically include at least two of the following:

• Participation in graduate student teaching;
• Member of a graduate thesis committee;
• Participation in centrally scheduled undergraduate teaching and examinations (eg DOCH, seminars or lectures);
• Participation in postgraduate academic half-day or other educational programs;
• Supervision of learner research projects;
• Participation in formally assigned teaching within the Faculty of Arts and Science;
• Teaching in the continuing education environment.

Quality:

• Clinician Investigators must maintain a formal teaching/education dossier to document and reflect on their teaching and educational activities and evaluations;
• Satisfactory Teaching Effectiveness scores (POWER, MedSIS evaluation)
• Receptiveness to feedback on teaching.

Research Activities
Expected Activities

• Principal investigator in research;
  
• Holds peer-reviewed operating grant or major industry grant;
• Publications: ≥ 1 first- or senior-authored peer-reviewed paper or review article per year over a 3-year period (≥ 3 total).

Meritorious  Activities

• Publications: ≥ 3 first- or senior-authored peer-reviewed manuscripts or reviews per year over a 3-year period (≥ 9 total); or
• Publications ≥ 2 first- or senior-authored peer-reviewed manuscripts or reviews per year (≥ 6 total), plus ≥ 5 co-authored peer-reviewed manuscripts, over a 3-year period.

Administrative

• Members are expected to participate in one or two Hospital, Departmental or Faculty-level committees relevant to their work.

Clinician-Scientist (C-S)

General Description
Clinician Scientists are faculty members whose major activity is research (regardless of the type of research).
Time Distribution

• 70-80% research
• 10-15% teaching
• 10-15% clinical
•   5-10% administration

Clinical Activities

• Ambulatory: 1-2 half-days/wk
• In-patient attending, consulting: 1-2 months/yr
• In addition, clinical activities performed concurrently during one-to-one and informal teaching of residents and/or fellows (including case reviews, teaching and supervision of procedural and technical skills, patient care, etc.)

Teaching & Education Activities
Quantity:

• Teaching only within the context of provision of clinical care is not sufficient;
• It is expected that most Clinician Scientists will teach and supervise undergraduate and postgraduate trainees during some of their inpatient or ambulatory clinical activities and contribute to the evaluation of these trainees;
• Clinician Scientists are expected to be actively engaged in teaching but the nature of teaching will vary depending on the nature of their research and clinical work.

Examples of teaching commitments typically include at least two of the following:

• Participation in graduate student teaching;
• Member of a graduate thesis committee;
• Participation in centrally scheduled undergraduate teaching (eg DOCH, seminars or lectures);
• Participation in postgraduate academic half-day or other educational programs;
• Supervision of learner research projects.
• Participation in formally assigned teaching within the Faculty of Arts and Science
• Teaching in the continuing education environment

Quality:

• Clinician Scientists must maintain a formal mini teaching/education dossier to document and reflect on their teaching and educational activities and evaluations;
• Satisfactory Teaching Effectiveness scores (POWER and MedSIS evaluation)
• Receptiveness to feedback on teaching.

Research Activities
Expected Activities

• Principal investigator in established research program;
• Holds, as principal investigator, at least one peer-reviewed operating grant;
• Publications: ≥ 2 first- or senior-authored peer-reviewed manuscripts per year over a 3-year period (≥ 6 total).

Meritorious Activities

• Publications: ≥ 3 first- or senior-authored peer-reviewed manuscripts per year over 3-year period (≥ 9 total), plus ≥ 10 co-authored peer-reviewed manuscripts, over a 3-year period

Administrative

• Members are expected to participate in one or two Hospital, Departmental or Faculty-level committees relevant to their work.

Scientist (S)

General Description
Scientists are non-MD faculty members whose major activity is research (regardless of the type of research).
Time Distribution

• 75-90% research
• 10-15% teaching and education
• 5-10% administration

Teaching & Education Activities
Quantity:

• Scientists are expected to be actively engaged in teaching but the nature of teaching will vary depending on the nature of their research.

Examples of teaching commitments typically include at least three of the following:

• Participation in graduate student teaching;
• Member of a graduate thesis committee;
• Participation in postgraduate academic half-day or other appropriate seminars/educational programs;
• Supervision of learner research projects;
• Subspecialty and medical grand rounds;
• Participation in formally assigned teaching within the Faculty of Arts and Science
• Teaching in a continuing medical education context (e.g., CoFER, Education Scholars Program, Wilson Centre Ateliers).
• Consultations provided for interested collaborators (e.g., residents, clinician-teachers, clinician-educators).

Quality:

• Scientists must maintain a formal teaching/education dossier to document and reflect on their teaching and educational activities and evaluations.
• Receptiveness to feedback on teaching.

Research Activities
Expected Activities

• Principal investigator in established research program.
• Holds, as principal investigator, at least one peer-reviewed operating grant.
• Publications: ≥ 2 first- or senior-authored peer-reviewed manuscripts per year over a 3-year period (≥ 6 total).
  

Meritorious Activities

• Publications: ≥ 3 first- or senior-authored peer-reviewed manuscripts per year over 3-year period (≥ 9 total), plus ≥ 10 co-authored peer-reviewed manuscripts, over a 3-year period

Administrative

• Members are expected to participate in one or two Hospital, Departmental or Faculty-level committees relevant to their work.

Clinician-Administrator (CA)