Annual Performance Reviews Of, For and By Faculty: A Qualitative Analysis of One Department's Experiences

Abstract

Purpose:

Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years. Method:

Content analysis of faculty reports and immersion/crystallization to analyze interviews. Results:

Faculty reports described satisfaction and dissatisfaction; facilitators and barriers to goals; and requests for feedback, with community, collaboration and mentorship integral to all three. Interviewees emphasized practical challenges, the role of the mentor and the power of the review to establish community norms. Conclusion:

Respondents generally found reviews constructive and supportive. The process informs departmental expectations and culture.