Faculty Career Paths
At the faculty of medicine we value our faculty members and their careers. The faculty members have varying degrees of responsibilities with respect to teaching, research, patient care and administration. The University, when assessing career progress, looks at the academic contributions, primarily the scholarship of the individuals as assessed by internal and external reviewers. In order to assist individual faculty members and their departments to help with the careers of faculty members, the faculty has developed career paths, suited to the different pathways that an individual member chooses to contribute to the academic mandate.
Regular Full Time faculty members, who come under the collective agreement are subject to evaluation by methods specified by the collective agreement for matters of tenure and promotion.
The following is a summary list of career paths that have been identified for the Clinical Faculty members by the Task Force on Career Paths. These career paths have been recognized by the University Senate as appropriate for matters of promotion of academic rank and other evaluation of career progress. While these paths are good guides, sometimes it may not be clear how a particular pattern of practice fits into a standard career paths. The office of Professional Affairs may be able to help sort out the most appropriate career path, based on the time allocation for various functions within the clinic and university settings.
Clinician-Teacher
Primary commitment is to clinical service. There is significant contribution to the delivery of service teaching and to promoting and advancing excellence in clinical care. They may serve as clinical preceptors and have varying levels of involvement in providing the core curriculum of undergraduate and post-graduate programs.
For example, this individual may perform 70-90% clinical time with the remainder of time spent in teaching activities, research or administration, 10-30%.
Clinician-Educator
Primary commitment to clinical service and education, educational administration and activities related to education, such as the development and implementation of the academic program or educational research. They may take on roles such as preceptor, lecturer, or mentor.
For example, this individual may perform 25-75% clinical, 15-50% education, 10-30% research and related administrative activities.
Clinician-Investigator
Primary commitment is to clinical service and research. Research may include basic, clinical, translational and they may be cross-appointed to a Research Institute or basic science department.
For example, this individual may perform 15-50% clinical, 30-70% research, 10-20% education and/or administration.
Clinician-Scientist
Primary commitment is to research and clinical service. Research may include basic, clinical, and translational and they are primarily or cross-appointed to a Research Institute or basic science department.
For example, this individual may perform 70-80% research, 10-15% clinical, 10-15% education and/or administration.
Scientist
Primary commitment is to research, which may be basic science, translational or educational, with no clinical responsibilities and spend most of their time in research. Educational and/or administrative involvement only as it relates to educational research or scholarly activity.
For example, this individual may perform 75-80% research with the remainder of the time spent in service teaching (e.g. preceptor, tutor, lecturer, mentor) and/or administration, 10-25%.
Clinician-Administrator
Primary commitment is to administration. This may include a leadership role, involvement in innovation regarding the management of the department, advancements for patients and hospital (e.g. organizing a screening program).
For example, this individual may perform >50% in administration and the rest of the time divided between education, clinical service and research.