Recognition of teaching excellence

There is a general agreement that excellence in teaching and teaching-related activities should be taken into account in retitlement and promotion exercise on par with research. However, in practice it hardly happens - unless conscientious efforts are made by the medical faculties to recognize the teaching excellence. Li Ka Shing Faculty of Medicine, HKU introduced Teaching Portfolio for all academic staff since 2003. Portfolio of individual staff is evaluated in five main domains: Act of Teaching, Art of Teaching, Scholarship and research in medical education, Leadership in education; and Continuous Professional Development (CPD). Recognition and reward for excellence is determined at four levels: Level 1: All teachers must reach a level of quality teaching supported by Staff development programme by medical education unit (now Institute of Medical & Health Sciences Education) of faculty. Level 2: Student recognition of good teacher leading to provision of grants to attend and make presentations at regional and international meetings. Level 3: Student and peer evaluation of excellent teacher for three years leading to award of faculty teaching medal and nomination for university teaching fellowship. Level 4: Retitlement/ promotion based on peer review of teaching portfolio. The University of Hong Kong has also now taken important step to include ‘Scholarship of Teaching’ as an important component of assessment of all academic staff. The author will highlight the process with examples of assessment and recognition of teaching excellence.International Medical Education Conference 2007, Kuala Lumpur, Malaysia, 20-21 April 2007. In International e-Journal of Science, Medicine & Education, 2007, v. 1 n. 1, p. A34, abstract no. OT