Applied Healthcare and Public Health Services

Introduction

The scholarship of application consists of the interaction between knowledge and its practical use, shifting theory to practice and practice to theory. Translation of evidence to practice are examples of the scholarship of applied health sciences and public health sciences. This emphasizes the scholarly application of knowledge in three domains:

  1. Providing care
  2. Developing/implementing clinical programs
  3. Developing/implementing clinical programs used by others

Note that: Educational contributions as described in the section Educational Portfolio are required for all faculty, through the type and quantity will vary with the academic focus.

Major Focus*

The expectation for faculty with this area of focus is superb performance as clinicians or practitioners within their discipline. Almost always faculty will also be expected to demonstrate excellence in selected educational activity as well, with an emphasis on excellence in teaching (i.e., the first of three domains in pedagogy track).

Examples, by domain within this track, include:

1. Providing Care

  • Excellent reputation as an authority in a clinical or public health specialty and expert clinician or public health practitioner
  • Leadership in clinical or public health professional societies or election to distinguished societies

2. Developing/Implementing Clinical Programs

  • Recognition by peers of clinical or public health leadership by participation in guideline writing, clinical quality assurance or development and application of clinical or public health interventions
  • Participation in projects to monitor clinical or public health outcomes
  • Participation in quality improvement programs Clinical or public health program development and leadership

3. Developing/Implementing Clinical Programs Used by Others

  • Clinical or public health reports, textbook chapters
  • Providing care, running programs used by others

Scholarly Products Expected**

The value of individual faculty accomplishments will be based on the faculty member’s recognition as an expert within a clinical or public health field. Evidence will tend to consist of the quantity and quality of specific documented events or products, with emphasis given to those that represent a form of scholarship (i.e., involve some form of peer review).

Examples include:

  • Recognition as an expert clinician Invitations to give lectures, demonstrations, projects, training sessions
  • Case presentations
  • Participation in quality improvement/ practice guideline development
  • Clinical or public health evaluations or policy development
  • Leadership in national societies of clinical or public health discipline
  • Review publications related to clinical or public health specialty Editorial board membership of discipline specific publications
  • Awards related to clinical or public health expertise Influence on innovations in clinical or public health practice
  • Notable contributions of especial importance within CUIMC related to the clinical or public health discipline

Metrics of Evaluation

  • Recognition as an expert by invited lectures, demonstration, projects, training sessions
  • Case presentations, invited lectures in discipline
  • Participation in quality improvement/ practice guideline development
  • Clinical or public health evaluations or policy development Leadership in national societies of clinical or public health discipline
  • Publications related to clinical or public health specialty Innovative public health or clinical technology and/or interventions/treatments
  • Editorial board membership of discipline specific publications
  • Awards related to clinical or public health expertise influence on innovations in clinical or public health practice
  • Notable clinical or public health contributions of especial importance within CUIMC

*It is expected that most faculty will have a single major academic focus with accompanying evidence of competency in the appropriate type and quantity of teaching. However, there will be instances in which faculty make high quality substantive contributions in two areas of focus. It is expected that their contributions will be of excellent quality though perhaps quantitatively reduced in each focus area.

**Scholarly products provide a sample of the kinds of materials which would be evidence of strength in a particular area of focus. A faculty member need not have evidence of all examples, but should provide evidence of excellence in those selected.