From U of M Internal Medicine Wiki
Jump to navigationJump to search

The Clinician-Investigator role is one of our Academic Position Descriptions. none found

Information Systems

There are no infosystems registered for this role

Department file shares

There are no file shares registered for this role

Onboarding tasks

There are no Onboarding tasks registered for this role.


Declare if this role will be shown by Template:Person No



Academic Focus

Research and related #CPAs OR #CPAs and related research

Clinical Care EFT


Teaching EFT

Participating in UGME, PGME and CBD teaching is expected from all GFT physicians, including clinician-investigators and clinician-scientists.

Formal Teaching (teaching outside clinical care): 15-30 hours per year; most participate in continuing education or faculty development and supervise trainee projects 

Example of formal teaching: All types of graduate teaching; member graduate thesis committee; UG and MD seminars, lectures and examinations; supervision of resident research projects 

Scholarly Activities EFT (#CPAs & Research; not involving clinical activities or teaching)


Example of scholarship: ≥2 peer-reviewed paper per year, at least 1 as first or senior author, with at least 1 appearing in a high impact journal of the field, over a 3-year period. Other #CPAs showing evidence of impact outside local setting. Expected to have a research program supported by national competitive funding organizations, such as organ-system-based foundations.

Administrative Service (hospital, department, university)

Clinical faculty members are expected to contribute 5 to 10% of their time to service to the hospital, department and/or university. Service to the university includes activities such as serving on committees, grant review panels, work with national societies or the Royal College, etc.) that does not directly benefit the individual.


CPA is a broad term that refers to:

  1. Contributions to the Development of Professional Practices, e.g., health policy development, regulatory committees, setting of standards;
  2. Exemplary Professional Practice, e.g., teaching techniques, educational innovations, curriculum development, models of care innovations (e.g. role of EMR prompts, standardized pathways, pre-printed patient ‘order sets’, on quality and safety of inpatient care or resident experience); leadership in development of professional practice (e.g. tools to enhance physician communication, professionalism); and
  3. Professional Innovation and Creative Excellence, e.g., patient videos, curriculum innovations, use of digital technologies or other devices to improve care and outcomes


Additional Info

See Academic Position Description for more info on what this role means.

Related Articles

Related articles: