Promotion and tenure: Clinical faculty at schools of pharmacy in Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
As a result of an evolution in roles and responsibilities of pharmacists, pharmacy education in North America has become more clinical in nature. In order to meet teaching and research requirements, Canadian pharmacy schools are hiring non-traditional faculty members who possess advanced clinical degrees and training rather than traditional academic qualifications. Policies with respect to tenure and promotion have not kept pace with these changes in hiring practices. Research was undertaken to examine the application of tenure and promotion policies and guidelines to clinical pharmacy faculty members across Canada. Document review was complemented by key informant interviews. A series of themes emerged indicating areas of concern regarding application of traditional “arts and science ” tenuring/promotion policies for clinical pharmacy faculty members. Based on these themes, a model for development of guidelines to acknowledge the value and importance of creative scholarly activity within pharmacy (“the 5 C’s”) is proposed and discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it