Medical faculty, or medical faculty appointees, are licensed Saskatchewan physicians (MD or equivalent) or Clinical PhDs, holding clinical appointments within the Saskatchewan Health Authority (SHA) as well as academic appointments in departments or divisions within the College of Medicine, University of Saskatchewan.[1]

In the College of Medicine, all information applicable to the faculty group defined above and contained in this part of our website, is NOT applicable to faculty members in-scope of the university-USFA collective agreement.

1 A few medical faculty appointees might have purely administrative clinical/organizational responsibilities without being personally responsible for the care or shared care of an identifiable patient. See explanations under sections 5.1 and 7.5.1 of the Procedures Manual for Medical Faculty for other minor exceptions to this definition.

Policies and Procedures

My Faculty Appointment

Section 7, procedures manual

See Section 7 of the Procedures Manual for information on medical faculty appointments.

Information for New Medical Faculty appointees

This information is supplied to new medical faculty appointees, along with their invitation to join faculty.

My Teaching

Preparing my teaching dossier

A teaching dossier (also known as a teaching portfolio or teaching profile) is simply an organized way for you to keep track of your teaching on an annual or ongoing basis. Many faculty find it much easier to enter new information into their CVs and teaching dossiers immediately following an event, rather than waiting until the end of the academic year or when preparing a case file for promotion.

Medical faculty are not required to maintain a teaching portfolio, but your academic contributions will be reviewed with you on a regular basis by your department head or his/her designate, and keeping an up-to-date teaching profile will facilitate that process. It will also be favorably viewed by your departmental promotions committee and the College Review Committee should you choose to seek promotion.

Many of you teach multiple levels of learners in a variety of settings. You might supervise clinical clerks in your office, residents in the hospital, and pre-clerkship students (years 1 and 2) at college facilities for clinical skills, communication skills, or other learning activities. You might provide occasional lectures in your area of expertise or you might be a small-group facilitator for case-based discussions. You also might teach at conferences, medical meetings, or interdisciplinary events. It’s all medical teaching and depending upon how much you do, it might be difficult to document unless you use an organization tool such as a teaching dossier.

Regardless of whether you prepare a teaching portfolio, you will need to supply a “Statement of Teaching Philosophy” for your case file if you choose to seek promotion. One of the links, below, contains a concise explanation about teaching philosophies, including what sorts of things you should include.

Getting Paid for my Teaching

For medical faculty, teaching is broadly classified as either Clinical Teaching or Event-Based Teaching.

Clinical teaching is defined as teaching that is performed concurrently with patient care. Usually this means that faculty involved in clinical teaching are being paid to see patients while they perform their teaching duties.

Event-based teaching is defined as teaching that is scheduled as part of the UG or PG curricula and is performed using time dedicated solely to teaching, with no concurrent patient care duties. Medical faculty are not being paid to see patients while performing event-based teaching.

The College of Medicine pays medical faculty for both of these activities in a number of different ways and payment arrangements are constantly evolving. Medical faculty might be formally contracted to provide a ‘package’ of academic services (which can also include academic administrative/leadership services) or they might invoice the College on an hourly, weekly or monthly basis. Pay scales for time-based contributions are subject to periodic revision and contract rates are also subject to change at their normal expiration dates.

Use this spreadsheet for submitting your teaching activity to the college, for payment.

Improving my Teaching Quality

My Promotion

Academic promotion exists as a way of recognizing notable achievements faculty make to their disciplines, their departments, the college, and the university. Promotion should not be viewed as an acknowledgement of long-term service, although such service is deeply appreciated by the college and our learners. Instead, the formal conferring of advanced academic rank is a signal to the university community and to the public that sustained excellence has been achieved in specific aspects of the academic mission.

When you seek promotion, you indicate your desire to continue your academic involvement at a high level of commitment. Many medical faculty will hold the university rank at which they were appointed for their entire academic careers. There is no concern with this: in fact, the steadfast commitment our faculty show to their learners remains the backbone of clinical education. While there is an expectation of ongoing, satisfactory academic performance for all medical faculty, academic advancement and promotion in university rank will not match the career aspirations for all faculty when held in balance with clinical preferences and demands.

Academic advancement through promotion will not be a priority for all medical faculty. There are many reasons faculty might wish to seek promotion, including the ones mentioned in the previous section. You might have your own reasons. For medical faculty, clinical teaching is often the primary academic contribution. Some of our faculty have provided such teaching for thirty years or more. However, even our award-winning teachers cannot be recognized with academic promotion purely on the basis of teaching excellence.

Our university has adopted the teacher-scholar model of faculty development and career advancement. This means that teaching must be united with scholarship: it must be performed in a scholarly manner and combined with contributions to the body of scholarly work associated with your particular discipline.

If you read the specific requirements described in the evaluation categories for teaching (Category 2) and for scholarly work associated with clinical practice (Category 5.2a), you will see there are certain essential aspects characterizing scholarly teaching. You will also note that the idea of scholarly activity has expanded well beyond traditional notions of research and publication to include original, collaborative, or innovative work in clinical activities such as quality improvement, patient safety, development of evidence-based standards, and knowledge translation in the clinical workplace.

Assuming you are interested in promotion, here are a few of the things you will need to know:

  • You will need to read and then re-read the current standards for promotion in the College of Medicine. In the section called “My Scholarly Activity”, below, there are some specific comments about two of the evaluation categories in the standards, but you will need to provide evidence that you have met the standards in all required categories. This is not as bad as it sounds, and will become much clearer after you’ve carefully read the requirements. The office of the Vice Dean Faculty Engagement is available to answer any questions you might have about the standards or about the promotions process generally.
  • You will need to make yourself aware of the timelines and begin to prepare far in advance. Promotion case files are considered by departments and then by the CRC only once per year, rather than on a continuing basis. Details about deadlines are available in the “Timelines for the promotion process” section, below.
  • You will need to start collecting information right now! Hopefully, you’ve been hanging on to your teaching evaluations from students and peers, and you might even be keeping track of talks you’ve given and classes you’ve taught. Some faculty find that a “teaching dossier” is a convenient way of collecting all necessary information about teaching. In the “My Teaching” section, above, there is a link to more information about teaching dossiers.
  • You will need to spend quite a bit of time preparing your case file. This is not something you can put together in a few hours over the weekend. A link to the university-authorized format for case files is provided in one of the sections below, along with information about appropriate content.
  • You will need to have an up-to-date CV. Keeping it up to date is much easier if you add a little information on a regular basis. Trying to catch up on a once-yearly basis is onerous if not painful – many clinicians try it once and then abandon it altogether.
  • Your CV needs to be formatted in a particular way. The college-recommended template, along with an example showing how information is placed, is included in the “Preparing my Promotion Case File” section, below. Again, using the approved template right from the start and adding to it on a regular basis is far easier than reformatting at the last minute.
  • You need to have a discussion with your department head. Some of the information required in the case file is provided by the department head and will take some time to obtain. Your department head will also be able to guide you through the process and offer helpful advice about presenting your case to maximal advantage.

The specific requirements for promotion are contained within the College of Medicine’s Standards for Promotion and Tenure. Standards for promotion vary from college to college, but all college standards must be consistent with current university standards, and at least as rigorous. The University Review Committee reviews and approves college-specific standards. The evaluation categories in college standards must match those laid out in the university standards.

The University Review Committee (URC) has approved new College of Medicine Standards for Promotion and Tenure, effective February 13, 2018. These are the standards that will now be used to evaluate progress towards promotion for all medical faculty. Because tenure does not apply to medical faculty, any such references within the new standards can be ignored. However, tenure and probation are still relevant for any clinical faculty who remain employed by the university and in scope of the USFA Collective Agreement. In fact, depending upon the date of initial appointment to faculty, previous College standards might be applicable in some tenure cases. Further details are available from the Vice Dean Faculty Engagement office.

Date Promotion Process for Medical Faculty
by June 15 Candidate advises Department Head of decision to seek or not seek promotion
by August 1 Candidate provides case file information in support of promotion to Department Head
by Oct. 21 Departmental Promotions Committee shall consider case and make recommendation to the College Review Committee
by Dec. 7 College Review Committee shall consider case and make recommendation to the University Review Committee
by Feb. 15 The University Review Committee considers all cases and submits its recommendations to the President for transmission to the Board of Governors
by March 31 The President advises all candidates of the decision of the Board, except those pending before the Promotion Appeals Committee
by April 15 The Promotions Appeal Committe considers all appeals and submits its positive recommendations to the President for transmission to the Board
by May 15 The Board considers all cases for promotion and the President advises all candidates of the Board's decision

Your department head will assist you in the preparation of your case file, which will be first used by your department’s promotion review committee and subsequently by the College’s review committee, to evaluate your academic work in relation to the requirements for promotion in academic rank. If you are seeking promotion to full professor, the university’s review committee will also access your case file.

The case file has a number of components and is structured according to a university-specified format. Some of the contents are supplied by your department, while you supply the majority of the information yourself. You are required to write several ‘statements’ about your academic progress in various work categories and an up-do-date CV is mandatory. Information about the case file and its contents, including a template, can be found on the Vice Provost’s website.

My Scholarly Activity

Medical faculty seeking promotion must demonstrate an academic approach to medical practice. They must also involve themselves in scholarly work, some of which will be directly associated with their medical practices. Together, these two aspects of academic medicine are evaluated under Category 5 of the standards, the Practice of Professional Skills.

Category 5.1a is used to evaluate the academic aspects of your clinical practice. When you refer to Table K in the standards, you will see that there are certain records that you need to supply yourself, and there is information required from your department head.

Your department head will solicit 3 confidential letters of recommendation from local colleagues with whom you work, asking for their opinions regarding the extent to which your practice is evidence-based, consistent with current guidelines, academically grounded, focused on improvement, collegial and professional. You can refer to the specific parameters identified in the first column of Table E for more information.

Category 5.2a is specifically designed to evaluate the extent to which your clinical practice is of an academic sort, as evidenced by a variety of academic parameters including both traditional research requirements and other scholarly requirements associated with the practice of academic medicine. This section of the standards seeks to acknowledge and reward certain types of scholarly work that would not necessarily characterize the routine, everyday practice of medicine, while encouraging more progressive and inclusive scholarly work not necessarily encompassed by traditional understandings of original research followed by publication. Detailed lists of required scholarly activities are outlined for each rank in Table F of the standards.

It is important to note that the first column of Table F describes scholarly activity requirements that would be expected from any medical faculty appointee at the Assistant Professor rank, even those not currently seeking promotion. In other words, at the time of periodic academic review, medical faculty at the Assistant Professor rank should be expected to demonstrate at least some involvement in the activities listed for Level 1, simply on the basis of holding an ongoing faculty appointment.

My Research Opportunities

The College of Medicine strongly encourages all medical faculty to become involved in research as time and interest permit. Research enhances and justifies the care we provide to our patients on a daily basis. Advances in medical science require our active participation as clinicians. The opportunities for collaboration between clinicians and scientists are expanding and the College might be able to facilitate such connections. Clinical research or population health research or research associated with specific patient subsets in your practice can be tremendously rewarding on a personal level and might also prove beneficial to future patients locally, nationally and internationally. It all starts with your idea – after that, the College might be able to help.

The Office of the Vice Dean of Research (OVDR) is committed to providing research support to all College of Medicine faculty, including our medical faculty.  This support involves everything from running competitive funding opportunities, to assisting with grant applications, to answering general research questions or concerns.  The OVDR works with the College of Medicine faculty to ensure they are able to excel in their research endeavors.

A mandate of our office is that all funding that leaves this office is done so in a competitive and transparent manner.  This is why we have several different internal funding initiatives that are run throughout the year.  Each initiative has its own set of guidelines and eligibility criteria, therefore it is important for faculty to determine their eligibility prior to applying.  For detailed information on each of our funding initiatives please see our website.

For external funding, each granting agency also has its own set of eligibility criteria.  If you are considering applying for external research funding, please see the eligibility criteria.  If you have any questions or concerns about this please contact your department’s research facilitator/coordinator and they will be able to assist you with this.

For all general research inquiries, please email the Research Office.

My Periodic Appointment Review

Overview of the Review Process
Your department head will be contacting you on a regular basis, offering to conduct a review of your academic performance and contributions. You are asked to participate in this process, as the monitoring of academic performance, including teaching evaluations and scholarly productivity is an essential matter of quality control. It is also a university expectation for all appointed faculty, as well as an accreditation requirement.

The process undertaken for periodic appointment review will vary from department to department and for the larger or more distributed departments, may be conducted by geographically-based committees or DH delegates. Your DH will make you aware of the approach typically used in the department.

Regardless of approach, appointment reviews will cover a minimum set of discussion topics, as outlined in section 7.9 of the Procedures Manual for Medical Faculty.

A standardized review form has been supplied to department heads to assist with this process. You may view its contents, below.

Information about ACFP Contracts

A transition supporting a new conceptual model of physician engagement in the College of Medicine’s academic mission is underway. Its purpose is one of unification, accountability and enablement. As part of the College of Medicine’s faculty, our medical faculty members will collaborate with biomedical scientists, other CoM faculty members, and the broader university community to serve the people of Saskatchewan by producing outstanding clinical practitioners, generating new knowledge and contributing to improved patient outcomes.


Kristie Tempel-Briske
Admin Coordinator, Faculty Engagement

5D40 Dean's Office Health Sciences Building
College of Medicine
University of Saskatchewan
107 Wiggins Road
Saskatoon, SK S7N 5E5

Phone: 306-966-8553

Carla Zorn,
Admin Coordinator, Faculty Engagement

5D40 Dean's Office Health Sciences Building
College of Medicine
University of Saskatchewan
107 Wiggins Road
Saskatoon, SK S7N 5E5

Phone: 306-966-1378

Jennifer Beck

Strategic Director of Finance and Operations
5D40 Dean's Office Health Sciences Building
College of Medicine
University of Saskatchewan
107 Wiggins Road
Saskatoon, SK S7N 5E5

Phone: 306-966-8220

Myla Arlene Telig

Finance - Medical Faculty Assistant
5D40 Dean's Office Health Sciences Building
College of Medicine
University of Saskatchewan
107 Wiggins Road
Saskatoon, SK S7N 5E5

Phone: 306-966-6896