A Call to Action for the Professional Development of Mid-Career Faculty
American Journal of Pharmaceutical Education, ISSN: 0002-9459, Vol: 87, Issue: 9, Page: 100044
2023
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Despite taking on heavier teaching and service loads, an expanding research program, and serving as mentors to junior faculty, mid-career faculty often feel unsupported. Providing a solid foundation through resource allocation and sharing between and within institutions can facilitate establishment or improvement of faculty development initiatives, workload equity, transparent policies, routine performance evaluation, a process for faculty recognition, and a system of mentoring to create an environment where this essential group of faculty can continue to grow. The following discussion, which includes suggested methods to achieve these goals with a focus on mid-career faculty, serves as a call to action for pharmacy school administrators to assess the state of mid-career faculty at their institution, and if indicated, implement systems that promote success among this group.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0002945923000487; http://dx.doi.org/10.1016/j.ajpe.2023.01.005; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85171401364&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/37714663; https://linkinghub.elsevier.com/retrieve/pii/S0002945923000487; https://dx.doi.org/10.1016/j.ajpe.2023.01.005
Elsevier BV
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