Howell Lydia Pleotis, Bertakis Klea D
Department of Pathology, University of California, Davis, School of Medicine, USA.
Acad Med. 2004 Mar;79(3):250-7. doi: 10.1097/00001888-200403000-00012.
To describe the five faculty series for medical school faculty in the University of California (UC) system, their criteria for advancement, associated challenges, and the different ways they are used by each school.
During 2001-02, the associate dean for academic affairs at each UC medical school was interviewed for information on the number of faculty in each academic series, the role of each series, and problematic issues associated with them. The averaged merit and promotion results for each series for 1999-2002 at the University of California, Davis, School of Medicine, were examined.
The two clinical faculty series showed the most variability among the UC campuses for number of faculty, and strategy for appointment and advancement. The percentage of faculty in the Clinical X series varied from 8% to 39% at the five campuses. All campuses agreed that faculty in the Clinical X series must participate in applied or translational clinical investigation or educational investigation, and disseminate their work. All campuses required that the Ladder-Rank and In-Residence faculty devote the majority of their time to hypothesis-driven research. At University of California, Davis, the two clinical series had the highest approval rates for merits and promotion actions. The Ladder-Rank series had the highest denial rate for merits and promotion.
Clinical series in the UC system are used differently at the five medical schools. Appointing junior faculty in series with minimal expectations as a "safe starting place" is favored for building long-term faculty. Faculty in all series tend to do well in the academic review process, indicating that these series define distinct expectations. Clinical faculty's accomplishments are increasingly understood, valued, and rewarded.
描述加利福尼亚大学（UC）系统中医学院教师的五个教员系列、晋升标准、相关挑战以及各学校使用这些系列的不同方式。
在2001 - 2002年期间，对每所UC医学院的学术事务副院长进行了访谈，以获取有关每个学术系列的教师数量、每个系列的作用以及与之相关的问题的信息。研究了加利福尼亚大学戴维斯分校医学院1999 - 2002年每个系列的平均绩效和晋升结果。
两个临床教员系列在UC各校区之间，在教师数量、任命和晋升策略方面表现出最大的差异。临床X系列教师的百分比在五个校区从8%到39%不等。所有校区都认为临床X系列的教师必须参与应用或转化临床研究或教育研究，并传播他们的工作成果。所有校区都要求阶梯职级和住校教员将大部分时间用于假设驱动的研究。在加利福尼亚大学戴维斯分校，两个临床系列在绩效和晋升行动方面的批准率最高。阶梯职级系列在绩效和晋升方面的否决率最高。
UC系统中的临床系列在五所医学院的使用方式有所不同。以最低期望将初级教师任命到某个系列作为“安全的起点”，有利于建立长期教师队伍。所有系列的教师在学术评审过程中往往表现良好，这表明这些系列定义了不同的期望。临床教师的成就越来越被理解、重视和奖励。
