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In Reply to Boucharel

Gottlieb, Michael MD; Krzyzaniak, Sara M. MD; Chan, Teresa M. MD, FRCPC, MHPE

doi: 10.1097/ACM.0000000000002840
Letters to the Editor
Free

Chief academic officer, Academic Life in Emergency Medicine Faculty Incubator, and assistant professor and director of emergency ultrasound, Department of Emergency Medicine, Rush University Medical Center, Chicago, Illinois; ORCID: https://orcid.org/0000-0003-3276-8375.

Chief operating officer, Academic Life in Emergency Medicine Faculty Incubator, and clinical assistant professor, Department of Emergency Medicine, and assistant program director, Emergency Medicine Residency, University of Illinois College of Medicine Peoria, Peoria, Illinois; ORCID: https://orcid.org/0000-0002-8173-2750.

Chief strategic officer, Academic Life in Emergency Medicine Faculty Incubator, and associate professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada; teresa.chan@medportal.ca; ORCID: https://orcid.org/0000-0001-6104-462X.

Disclosures: All three authors of this letter receive teaching stipends from Academic Life in Emergency Medicine, LLC.

We thank Dr. Boucharel for her comments on our article. We agree that no single faculty development system functions well without fulsome institutional support. Although programs like the Academic Life in Emergency Medicine Faculty Incubator may increase collaboration, shared learning, and scholarship, it is essential that this endeavor be combined with more systemic efforts aimed at valuing clinician–educators—beyond merely publications.1

As discussed by Chan and Kuehl,2 publication metrics serve as a method of assessing productivity for only some types of scholarship, but undervalue other impor tant scholarly pursuits defined by Boyer (e.g., scholarship of teaching).2,3 This can lead busy academic clinicians to focus their efforts primarily toward publications, while dissuading educators from devoting time to other important endeavors within academics (e.g., curricular design, program administration, didactic lectures, mentorship).

To address the challenges facing clinician–educators, institutions must partner with educators to redefine criteria for promotion and tenure, as well as ensure appropriate support for scholarship, teaching, and mentorship. We must reevaluate and properly reward our clinician–educators so we do not lose an essential component of our medical faculty.4

Michael Gottlieb, MD
Chief academic officer, Academic Life in Emergency Medicine Faculty Incubator, and assistant professor and director of emergency ultrasound, Department of Emergency Medicine, Rush University Medical Center, Chicago, Illinois; ORCID: https://orcid.org/0000-0003-3276-8375.
Sara M. Krzyzaniak, MD
Chief operating officer, Academic Life in Emergency Medicine Faculty Incubator, and clinical assistant professor, Department of Emergency Medicine, and assistant program director, Emergency Medicine Residency, University of Illinois College of Medicine Peoria, Peoria, Illinois; ORCID: https://orcid.org/0000-0002-8173-2750.
Teresa M. Chan, MD, FRCPC, MHPE
Chief strategic officer, Academic Life in Emergency Medicine Faculty Incubator, and associate professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada; teresa.chan@medportal.ca; ORCID: https://orcid.org/0000-0001-6104-462X.

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References

1. Chan TM, Gottlieb M, Sherbino J, et al. The ALiEM Faculty Incubator: A novel online approach to faculty development in education scholarship. Acad Med. 2018;93:1497–1502.
2. Chan TM, Kuehl DR. On lampposts, sneetches, and stars: A call to go beyond bibliometrics for determining academic value [published online ahead of print January 31, 2019]. Acad Emerg Med. doi:10.1111/acem.13707
3. Boyer EL, Moser D, Ream TC, Braxton JM. Scholarship Reconsidered: Priorities of the Professoriate. 1990.Lawrenceville, NJ: Princeton University Press.
4. Sherbino J, Frank JR, Snell L. Defining the key roles and competencies of the clinician-educator of the 21st century: A national mixed-methods study. Acad Med. 2014;89:783–789.
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