Table of PSOM Teaching Categories Defined & Their Associated Credits 

Learners Defined

Any group affiliated with the University of Pennsylvania, Penn Medicine, and any educational programs or activities sponsored by Penn including:

  • Undergraduate and post-baccalaureate students
  • Medical students
  • Residents and fellows (including non-Penn trainees rotating to a Penn Medicine or CHOP site)
  • Post-doctoral fellows (or trainees)
  • Graduate students
  • Preprofessional students (NP’s, PA’s, Pharmacists etc)
  • Community members taught at secondary schools, community centers, places of worship, etc.
  • Peers when taught on behalf of PSOM Advance Faculty development programs or CME programs sponsored by Penn or CHOP

Teaching Categories Defined

  • Assessment: applies to faculty who spend time grading exams or participating in various assessments of trainees (ie direct observation, prelim qualifying exams)
  • Clinical teaching: Supervision and teaching of one or more trainees in clinical settings including outpatient practices, inpatient services, procedure units, diagnostic sessions such as sign out, operating rooms, etc
  • Course Development: The creation of a course or program that is subsequently taught online or in person (eg, MOOC, Certificate or master’s program)
  • Educational Service and Leadership: applies to faculty serving in director level roles for UME courses, GME, BGS and masters programs and those participating on key educational committees
  • Facilitated Learning Activity (FLA): Individual or group activity conducted in-person, electronically or through simulation in which the teacher engages the student(s) through discussion, cases, questions, etc. to enhance learning such as small groups, faculty precepted case conferences (e.g., pathology case conferences, radiology case conferences), directed journal clubs, scholarly pursuit, etc
  • Lab rotations/Pre-thesis research, and Short-term research-related teaching: this specifically applies to BGS where students rotate through different labs for a predetermined period of weeks, where post-baccalaureate students, undergraduates and high school students are mentored on research projects for defined durations, and where graduate students and postdocs receive formal training in the responsible conduct of research (RCR)
  • Lecture: Presentation given in-person or electronically (e.g., online class, podcast, webinar, RCR training) that is intended to teach and is delivered to an audience of any size
  • Mentorship: Longitudinal mentoring relationships are intended to facilitate trainee career development such as advising of students on selections of courses and rotations, capstone projects, thesis committee chairs, qualifying exam (“prelim exam”) membership, etc
  • Supervised Scholarship: Supervision of a trainee scholarly project that leads to a product such as a manuscript, abstract, poster, platform presentation, lecture, workshop, curriculum, grant proposal to an external funding agency, etc

Principles & Guidelines 

  • Interdisciplinary lectures and FLAs, including with non-trainees, can be used to meet up to 50% of the required teaching requirement per year
  • Evaluation data must be available to receive credit for teaching to non-Penn audiences except for community based teaching that will receive credit whether or not evaluation data are available
  • Annual teaching expectations in Credits
    • Tenure/CE/AC- minimum of 100 credits per year
    • Clinical faculty appointments-minimum of 50 credits per year
  • While it is the intention of this policy that all faculty meet their annual teaching requirements in order to maintain their faculty appointment, department chairs will have discretion to modify teaching assignments for individual faculty to ensure that a department meets its teaching responsibilities and for other compelling reasons
  • Teaching Value:
    • The value, or relative worth, of teaching activities will be expressed as credits
    • The numbers of credits assigned to specific teaching activities are defined by PSOM as outlined below rather than by individual teachers, course directors, or departments
    • Credit will also reflect the time spent in preparation, exam grading/feedback, and evaluation of teaching activities.  It will not reflect the number of students reached by teaching activities.
    • Teaching activities (specifically online educational activities) receiving royalties are not eligible for teaching credit

Tracking Your Teaching 

While some teaching is formally tracked and learner evaluated, you will still need to keep a log of your teaching. This is to not only ensure you are on track for meeting the credit requirement (see above), but also so that you are prepared for reappointment and promotion processes, wherein the Department Committee on Reappointment and Promotion (D-COAP), school Committee on Reappointment and Promotions, and university provost or provost sub-committee review candidates. A recommended best practice is to keep a document on your desktop that you use to record teaching events, including date, topic, and learner population (e.g., fellows). You are also encouraged to complete a Workbook for Tracking Teaching at least annually, perhaps coincident with your annual meeting with your chair or division chief. 


Contacts for Teaching Opportunities 

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