Promotions and Tenure Path

The rank of Medical Instructor is an entry level position for regular-rank faculty members. It is primary used for junior faculty who are establishing their clinical or research programs. For faculty members who are involved in research-intensive activities and who are considering the possibility of a future tenure track career path, a temporary position as Medical Instructor allows 2-3 years before the tenure clock begins to more fully develop an independent research identity. The rank of Medical Instructor can also be used for more clinically focused faculty who are at an early stage of developing a vision of their areas of clinical practice and academic activities.

The rank of Assistant Professor is an entry level/early position for regular-rank faculty members. Faculty at the level of Assistant Professor are expected to primarily have impact at the institutional level, participating in activities such as clinical practice, research, education, and administration. During this time, Assistant Professors should be regularly meeting with their mentor team or peer-mentors to develop a vision for their academic practice. For those considering tenure, the 10-year “tenure clock” starts with the appointment as an Assistant Professor.

Associate Professors are integrated as emerging leaders in the missions of Duke Department of Medicine. They have developed a vision of their clinical, educational, research, and administrative activities, and they are beginning to have an impact outside of the institution. This may involve regional clinical referral patterns, developing important clinical initiatives, establishing independent research activities, and participating in important educational programs. As Duke faculty members, they are engaged in trainee development and mentoring.

The range of scholarship and types of scholarly activity may be broadly defined, especially for Associate Professors in the Faculty Career Track. Associate Professors on the Faculty Tenure Track will demonstrate more traditional metrics of scholarly impact such as publications in peer-reviewed journals.

Faculty members advancing on a tenure track will have highly impactful scholarship as the primary focus of their career. They will have an established pattern of sustained and substantive funding from extramural sources. They are disseminating their scholarly activity in excellent peer-reviewed forums, and they are recognized as the leader of their research program. Education scholars will be studying educational processes, developing innovative educational programs, and publishing their findings as lead authors in scholarly journals. Clinical researchers are initiating studies and leading impactful investigations that advance medical practice. Lab-based investigators are leading scientific teams and exemplifying research integrity and excellence.

Examples of individual career achievements that characterize Duke Professors of Medicine in the Faculty Career Track:

1. I am a master clinician. I am recognized regionally or nationally for my particular clinical expertise, and I am advancing the way medicine is practiced. I am actively engaged in training the next generation of clinicians in this discipline.
2. I lead important research initiatives. My research findings are being disseminated in peer-reviewed publications, and they are advancing my field of study. I am a leader in my research team to ensure research integrity, financial accountability, and training of the next generation of biomedical investigators.
3. I am an educational leader in my Division/Department/Institute/School. I have developed and sustained important educational initiatives that are recognized outside of Duke. I maintain metrics of the impact of my educational programs.
4. I lead important initiatives in health advancement. I am recognized as a national leader in health care, health policy, or health communications. My leadership improves population health directly.
5. I lead important clinical practice advancement initiatives at Duke such as quality improvement, patient safety, and clinical informatics. My findings are disseminated in a variety of scholarly output sources, and they are advancing my field of study.

Aspirational Characteristics for All Duke Professors of Medicine:

1. I am a leader in my Division / Department / Institute / School of Medicine. I have initiated, developed and sustained important programs that advance the educational, research, or clinical missions of the Duke School of Medicine.
2. I advance principles of equity in the School of Medicine and in the community.
3. I model professionalism and patterns of good citizenship in my Division / Department / Institute. I am engaged in advancing research integrity, educational excellence, and the health of our community.
4. I am an engaged and active mentor. I develop and lead programs that facilitate junior faculty members’ transitions to independence.

The rank of Professor in the Faculty Tenure Track is reserved for faculty members who have attained extraordinary national and international eminence as demonstrated by exceptional scholarship, publications, and participation in activities that reflect national and international influence and prominence such as participation in NIH study sections and equivalent review groups, offices in professional societies, and / or prizes and awards. Faculty at the Professor level will be recognized as national and international leaders and have demonstrated evidence of pivotal scholarly accomplishments.

Aspirational Characteristics for All Duke Professors of Medicine:

1. I am a leader in my Division / Department / Institute / School of Medicine. I have initiated, developed and sustained important programs that advance the educational, research, or clinical missions of the Duke School of Medicine.
2. I advance principles of equity in the School of Medicine and in the community.
3. I model professionalism and patterns of good citizenship in my Division / Department / Institute. I am engaged in advancing research integrity, educational excellence, and the health of our community.
4. I am an engaged and active mentor. I develop and lead programs that facilitate junior faculty members’ transitions to independence.