Guidelines for the academic promotion of university faculty members are essential for the achievement and maintenance of high academic quality. However, these guidelines and criteria vary widely around the world and in the United States, with increasing differentiation between faculty focused on careers in investigation vs those who focus on clinical care and teaching. For example, the University of Washington promotion guidelines apply 3 pertinent and widely used, fundamental criteria: scholarship, teaching, and service promoting the common good.1 Expectations at the University of Washington are high regarding the quality and quantity of independent scholarly records, and faculty members can reach the professorial rank (instructional or research track) only if they become established as major researchers or scholars.1 At some institutions—the University of Michigan, for example—requirements for promotion on the “clinical” track focus primarily on teaching, mentoring, and clinical service, but a substantial record of first-author publications, senior-author publications, or both in peer-reviewed journals and an associated broad peer recognition in the pertinent area of expertise are also required.2
Mentzelopoulos SD, Zakynthinos SG. Research Integrity, Academic Promotion, and Attribution of Authorship and Nonauthor Contributions. JAMA. 2017;318(13):1221–1222. doi:10.1001/jama.2017.11790
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