Institutional SettingEducation ProgramMedical StudentsFacultyEducational ResourcesCTS

Faculty

Self-study Task Force Subcommittee Members

 

FA-A

Number, Qualifications, Functions

Co-Leaders:David Harlan, MD Director of the Diabetes Center of Excellence

Luanne Thorndyke, MDVice Provost, Faculty Affairs
Members: Richard Forster, MDVice Chair of Medicine

Robert brown, MD, PDHILChair and Professor of Neurology

Jill Zitzewitz, PhDAssistant Professor of Biochemistry and Molecular Pharmacology

Robert Milner, PhDAssociate Vice Provost, Professional Development

Mitch Cahan, MDClerkship Director, Surgery

FA-B

Personnel Policies

Co-Leaders:Tony Carruthers, PhDDean, Graduate School of Biomedical Sciences

Jaime Rivera, PhDAssistant Professor of Cell Biology
Members:Craig Peterson, PhDProfessor of Program in Molecular Medicine

Jennifer Daly, MDProfessor of Medicine

Ronald Adler, MDAssistant Professor

Mary Lee, MDProfessor of Pediatrics

Gary Stein, PhDChair and Professor of Cell Biology

Jean King, PhDProfessor of Psychiatry

FA-C

Governance

Co-Leaders:Octavio Diaz, MDAssociate Dean, Medical Education at Saint Vincent Hospital

Bob Weinstein, MDProfessor of Medicine
Members:Judith Ockene, PhD, MEdAssociate Vice Provost, Gender and Equity, Faculty Affairs

Leslie Shaw, PhDAssociate Professor of Cancer Biology

Robert Finberg, MDChair and Professor of Medicine

Tiffany Moore-Simas, MDAssistant Professor of Obstetrics and Gynecology

Tony Esposito, MDChair and Professor of Anesthesiology

Elias Arous, MDChief of Medicine, Saint Vincent Hospital

Susan Pasquale, PhD, MT-BC, NMT  Director, Curriculum and Faculty Development

Self-study

A. Number, Qualifications, and Functions FA 1-6

1. Assess the appropriateness of the current size and mix of faculty for the attainment of the medical education program’s goals.

2. Describe and evaluate the availability of opportunities for both new and experienced faculty members (full-time, part-time, and volunteer) to improve their skills in teaching and evaluation. Is institutional or departmental-level assistance, such as training sessions from education specialists, readily available? Comment on the level of faculty participation in such programs.

3. Do faculty receive appropriate support and mentorship related to scholarship? Are formal institutional programs available to support faculty research?

B. Personnel Policies FA 7-11

4. Evaluate the system for the appointment, renewal of appointment, promotion, granting of tenure, and dismissal of faculty members. Are the policies clear, widely understood, and followed?

5. Assess the adequacy of institutional and departmental conflict of interest policies relating to faculty members’ performance of their academic responsibilities.

6. Describe the extent of feedback provided to faculty members about their academic performance and progress toward promotion and/or retention. Are faculty members regularly informed about their job responsibilities and the expectations that they must meet for promotion and/or retention?

7. Discuss the extent to which education is valued in the institution. How are the degree and quality of participation in medical student education factored into decisions about faculty retention and promotion?

C. Governance FA 12-14

8. Evaluate the effectiveness of mechanisms for organizational decision-making. Are necessary decisions made in a timely and efficient manner with appropriate input from faculty and other concerned parties? Describe and assess the relative roles of committees of the faculty, department heads, and medical school administrators in institutional decision-making.

9. Assess the effectiveness of the methods used to communicate with and among the faculty. Do faculty perceive themselves to be well-informed about important issues at the institution? Do faculty believe that they have sufficient opportunities to make themselves heard?