Annual Performance Reviews Of, For and By Faculty: A Qualitative Analysis of One Department's Experiences.

View Abstract

Purpose

Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years.

Method

Content analysis of faculty reports and immersion/crystallization to analyze interviews.

Results

Faculty reports described satisfaction and dissatisfaction; facilitators and barriers to goals; and requests for feedback, with community, collaboration and mentorship integral to all three. Interviewees emphasized practical challenges, the role of the mentor and the power of the review to establish community norms.

Conclusion

Respondents generally found reviews constructive and supportive. The process informs departmental expectations and culture.

Abbreviation
J Fac Dev
Publication Date
2018-05-25
Volume
32
Issue
2
Page Numbers
5-12
Pubmed ID
30467525
Medium
Print
Full Title
Annual Performance Reviews Of, For and By Faculty: A Qualitative Analysis of One Department's Experiences.
Authors
Connelly MT, Inui TS, Oken E, Peters AS