OBJECTIVE: The objective of this article is to describe the process of implementing a program for performance-based assessment of clinical faculty. CONCLUSION: A performance-based assessment of clinical faculty program facilitated quality improvements in our department, improved communication concerning our reappointment process, and was well received by faculty. The presence of measures on a scorecard stresses what is important for clinical care and facilitates process improvement in these areas. Having practitioner-specific data compiled in an organized fashion helps meet the standards of the Joint Commission on Accreditation of Healthcare Organizations (JCAHO).
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Donnelly et al. (2005) studied this question.
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