title: Guidelines for evaluating the educational performance of medical school faculty: priming a national conversation.
abstract: BACKGROUND
  The academic community needs a sound framework for the promotion and advancement of educators. The Group on Educational Affairs of the Association of American Medical Colleges organized a consensus conference that affirmed the use of five domains for documenting the quantity and quality of scholarly engagement in educational activities: teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment.
  
  
  CONCLUSIONS
  In this article, we offer detailed guidelines to evaluate these five domains of educator performance and the essential elements of scholarly activity. The guidelines are adapted from our developmental educator portfolio template and educator portfolio analysis tool, previously published in MedEdPORTAL. A short tool for educator performance evaluation that summarizes items in the guidelines is proposed for discussion.
  
  
  CONCLUSIONS
  Our goal in this article is to itemize criteria for systematic faculty evaluation that can be applied in any institutional setting to assist promotion decision makers in their task of evaluating medical school faculty.
authors: Department of Pediatrics, Golisano Children’s Hospital at Strong, University of Rochester School of Medicine and Dentistry, 601 Elmwood Avenue, Rochester, NY 14642, USA. baldwin@urmc.rochester.edu
authors: Constance
authors: C
authors: Baldwin
authors: Latha
authors: L
authors: Chandran
authors: Maryellen
authors: M
authors: Gusic
mesh_terms: D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D004650:Employee Performance Appraisal / Q000379:methods* / Q000592:standards; D005180:Faculty, Medical / Q000592:standards*; D017408:Guidelines as Topic; D006801:Humans; D011361:Professional Competence / Q000592:standards*; D012577:Schools, Medical