Faculty.Professor.Associate - Full-Time
or drop it. So we can include location in a paragraph. We must not repeat job title as heading. Use
for section headings. Use - for any list of duties/requirements/benefits, and
for prose.
We need to preserve all substantive information; do not invent or summarize away detail. Remove boilerplate: EEO, equal opportunity, scam warning, application instructions, etc. Also remove nomination and application procedure? That's application instructions; should be removed. Also remove "Nomination and Application Procedure" etc. Also remove "The University of Pittsburgh is an Equal Opportunity Employer." etc. Also remove "Med-Medicine Assignment Category Full-time regular Child Protection Clearances Not Applicable Required Attachments Cover Letter, Curriculum Vitae". Also remove "Location: University of Pittsburgh is located in Pittsburgh, PA. Relocation to the Pittsburgh area is required for this role." That's substantive? It's location and relocation requirement; we can keep as a short paragraph.
We need to include sections: About the role (intro paragraph summarizing role). Responsibilities (list). Requirements (maybe education & experience). Qualifications (maybe candidate profile). Skills (maybe competencies). Benefits, Pay, Schedule only if present; they are not, so omit.
We must not create sections with filler text. So we will have About the role, Responsibilities, Requirements, Qualifications, Skills. Possibly also a short paragraph for location.
We need to ensure we don't repeat content unnecessarily. Let's extract substantive content.
From posting:
Intro paragraph: "UPSOM Department of Medicine seeks an innovative, committed, and collaborative leader to serve as its inaugural Associate Dean for Assessment and Educational Evaluation. This is a pivotal moment in medical education, one defined by competency-based assessment, data-informed decision-making, and an unwavering commitment to continuous improvement. The Associate Dean will closely partner with the Assistant Dean for Accreditation and Continuous Quality Improvement (ACQI) in leading an office that spans assessment, evaluation (educational and non-educational), and ACQI. The Associate Dean will play a central role in shaping how UPSOM measures excellence, ensures accountability, and advances the quality and impact of its educational programs as it advances toward the goal of being recognized as one of the top 5 medical schools in the country. This position will be at the Associate Professor rank, appointment stream. Reporting to Abbas Hyderi, MD, MPH, Vice Dean for Education, the Associate Dean will design, implement, and oversee a comprehensive and integrated system of student assessment and educational program evaluation aligned with UPSOM’s mission, vision, and values. This leader will ensure that both learner performance and curricular effectiveness are systematically measured, thoughtfully analyzed, and continuously improved - building a culture where assessment is not episodic, but embedded, transparent, and mission-driven. In addition, the Associate Dean will lead efforts in curriculum mapping and integration to promote alignment of educational program objectives, course/clerkship objectives, and assessments. The role requires employing evidence-based approaches and contributing to national discussions on competency-based medical education, student assessment, educational program evaluation, and continuous improvement of medical education. The role will lead efforts in curriculum mapping and integration to enable the most effective alignment between instruction, learner assessment, and educational program evaluation."
That's a lot; we can keep as About the role paragraph.
Responsibilities: The bullet list under "Primary Responsibilities". Let's extract each bullet:
- Lead the design and implementation of a systematic program evaluation framework to monitor the effectiveness and quality of the curriculum and learning environment.
- Analyze evaluation data and provide actionable recommendations for improvement to faculty, committees, and leadership.
- Monitor evaluation outcomes, lead or guide associated quality improvement efforts as appropriate, and participate in the continuous quality improvement efforts.
- Design, implement, and evaluate a comprehensive program of student assessment across the entirety of the curriculum, including working towards a competency-based medical approach.
- Work with course and education program leaders to ensure a variety of robust student assessments (spanning medical knowledge, clinical skills, and workplace-based activities) that are aligned with UPSOM educational program objectives.
- Work with course and education program leaders to ensure student assessments are aligned with accreditation expectations.
- Serve as content expert for LCME standards related to assessment.
- Prepare for and participate in accreditation reviews and site visits.
- Monitor and address any assessment or educational evaluation issues related to accreditation and regulatory compliance.
- Monitor assessment outcomes, lead or guide associated continuous quality improvement efforts as appropriate and participate in the quality improvement efforts of the CQI Committee.
- Create and oversee formative and summative assessment strategies, including performance-based assessments.
- Employ evidence-based strategies and contribute to national discussions on competency-based medical education, student assessment, and continuous improvement of assessment initiatives.
- Collaborate with information technology to streamline assessment and educational evaluation data collection, review, and monitoring including contributing to a nascent educational data warehouse.
- Analyze and report data in a manner that effectively and clearly communicates student and program performance.
- Lead data collection, processes, analyses, and reporting of student performance and post-graduation outcomes.
- Prepare reports in support of accreditation and quality improvement processes.
- Provide input into the Medical Student Performance Evaluation as needed.
- Serve as a staff member on the Committee on Student Promotions to present select assessment information, answer questions, and provide context.
- Oversee curriculum mapping to ensure alignment between educational program objectives, course/clerkship objectives, instructional methods, and assessment methods.
- Collaborate with faculty and course leaders to identify gaps, redundancies, and opportunities for integration across the curriculum.
- Ensure that curriculum maps are updated and maintained to support accreditation, student learning, and faculty development.
- Work with the Curriculum Committee and related subcommittees to enhance horizontal and vertical integration of educational content and outcomes.
- Provide direction and feedback to staff – support the hiring and onboarding of new staff.
- Collaborate with school senior leadership to set and enforce overall assessment policies, procedures, and strategies.
- Serve on internal and external committees related to role.
- Disseminate experiences/scholarship in regional and national presentations and other activities to highlight the work done at UPSOM.
- Build and maintain relationships with other medical schools, healthcare organizations, and community partners.
- Serve as a member of the Vice Dean for Education leadership team.
- Collaborate with and support the other assistant and associate deans with responsibilities in the medical education environment.
That's many; we can keep as list.
Requirements: The "Candidate Profile" includes Education & Experience bullet points. Let's extract:
- Education & Experience: A demonstrated leader in medical education (MD, PhD, EdD, or equivalent degree in a medical field) with an outstanding track record of accomplishment in medical education.
- Five years of experience in undergraduate and/or graduate medical education with oversight of learner assessment and educational evaluation within a course, clerkship, or other curricular component.
- 3-5 years of direct teaching experience of medical students, preferred.
- Direct experience designing, implementing, and overseeing assessment systems and curricular program development.
- Fundamental understanding of accreditation standards, regulatory expectations, and continuous quality improvement processes.
- Experience contributing to accreditation preparation and review processes.
- Deep expertise in program evaluation, learner assessment, data analysis, and quality improvement methodologies.
- Evidence-informed approach to educational design and evaluation, with familiarity with the current literature and national landscape in competency-based medical education.
- Track record of academic contributions that reflect intellectual rigor, creativity, and innovation in medical education.
- Systems thinker with the ability to operate effectively across the medical school, university, and health system environments.
- Forward-thinking in the use of technology, digital tools, and innovation in curricular design, assessment, and implementation.
- Demonstrated ability to navigate complexity and ambiguity while translating strategy into effective execution.
- Excellent communication and listening skills, with the ability to unite, inspire, and build consensus among students, faculty, staff, and institutional partners.
- Mission-oriented and deeply committed to the future of medical education and to advancing student success and institutional excellence.
- Collaborative relationship-building skills, with an ability to successfully partner and build consensus with key internal and external stakeholders at all levels of the organization and with external partners.
Then there are sections: Setting Strategy, Executing for Results, Leading Teams. Those are more competencies/skills. Could be placed under Skills or Qualifications. We'll treat them as Skills.
Thus:
Requirements: list of education/experience items.
Qualifications: maybe we could combine with Requirements? But we need separate sections if content distinct. The posting lumps Education & Experience under Candidate Profile; then there are "Setting Strategy", "Executing for Results", "Leading Teams". Those are more about competencies/skills. So we can have Qualifications for the education/experience, and Skills for the competencies.
But the instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have those.
Thus:
About the role: paragraph(s) summarizing role.
Responsibilities: ul list of duties.
Requirements: ul list of education/experience.
Qualifications: maybe we could include the same as Requirements? But we need distinct content; maybe we can treat Qualifications as the same as Requirements? However we should not duplicate. Perhaps we can put the education/experience under Requirements, and the competencies under Skills. Then Qualifications could be omitted if no distinct content. But we need to include sections only when posting has real specific content. The posting does have "Candidate Profile" which includes Education & Experience and also the competencies. So we could split: Requirements = Education & Experience; Skills = Setting Strategy, Executing for Results, Leading Teams. Qualifications maybe not needed. But we could also put Qualifications as the same as Requirements? Might be redundant. Better to have Requirements and Skills, and omit Qualifications.
But the instruction says "Prefer a few substantive sections over many thin ones." So we could combine Requirements and Qualifications into one section? But they ask to use those headings if content exists. We have content for Requirements (education/experience). We have content for Skills (competencies). We could also have Qualifications as maybe the same as Requirements? Not needed.
Thus sections: About the role, Responsibilities, Requirements, Skills.
Add location paragraph maybe after About the role or as its own short p.
We must not include boilerplate like EEO, application instructions, etc.
Let's craft HTML.
We'll start with About the role
then
... (intro paragraph plus location maybe). Could split location into separate
.
Then
Responsibilities
with each responsibility as - .
Then
Requirements
with each education/experience bullet.
Then Skills
with each competency bullet from Setting Strategy, Executing for Results, Leading Teams.
We need to ensure we preserve all substantive information; not lose any.
Let's list responsibilities bullets exactly as given.
I'll copy them.
Responsibilities list:
1. Lead the design and implementation of a systematic program evaluation framework to monitor the effectiveness and quality of the curriculum and learning environment.
2. Analyze evaluation data and provide actionable recommendations for improvement to faculty, committees, and leadership.
3. Monitor evaluation outcomes, lead or guide associated quality improvement efforts as appropriate, and participate in the continuous quality improvement efforts.
4. Design, implement, and evaluate a comprehensive program of student assessment across the entirety of the curriculum, including working towards a competency-based medical approach.
5. Work with course and education program leaders to ensure a variety of robust student assessments (spanning medical knowledge, clinical skills, and workplace-based activities) that are aligned with UPSOM educational program objectives.
for prose. We need to preserve all substantive information; do not invent or summarize away detail. Remove boilerplate: EEO, equal opportunity, scam warning, application instructions, etc. Also remove nomination and application procedure? That's application instructions; should be removed. Also remove "Nomination and Application Procedure" etc. Also remove "The University of Pittsburgh is an Equal Opportunity Employer." etc. Also remove "Med-Medicine Assignment Category Full-time regular Child Protection Clearances Not Applicable Required Attachments Cover Letter, Curriculum Vitae". Also remove "Location: University of Pittsburgh is located in Pittsburgh, PA. Relocation to the Pittsburgh area is required for this role." That's substantive? It's location and relocation requirement; we can keep as a short paragraph. We need to include sections: About the role (intro paragraph summarizing role). Responsibilities (list). Requirements (maybe education & experience). Qualifications (maybe candidate profile). Skills (maybe competencies). Benefits, Pay, Schedule only if present; they are not, so omit. We must not create sections with filler text. So we will have About the role, Responsibilities, Requirements, Qualifications, Skills. Possibly also a short paragraph for location. We need to ensure we don't repeat content unnecessarily. Let's extract substantive content. From posting: Intro paragraph: "UPSOM Department of Medicine seeks an innovative, committed, and collaborative leader to serve as its inaugural Associate Dean for Assessment and Educational Evaluation. This is a pivotal moment in medical education, one defined by competency-based assessment, data-informed decision-making, and an unwavering commitment to continuous improvement. The Associate Dean will closely partner with the Assistant Dean for Accreditation and Continuous Quality Improvement (ACQI) in leading an office that spans assessment, evaluation (educational and non-educational), and ACQI. The Associate Dean will play a central role in shaping how UPSOM measures excellence, ensures accountability, and advances the quality and impact of its educational programs as it advances toward the goal of being recognized as one of the top 5 medical schools in the country. This position will be at the Associate Professor rank, appointment stream. Reporting to Abbas Hyderi, MD, MPH, Vice Dean for Education, the Associate Dean will design, implement, and oversee a comprehensive and integrated system of student assessment and educational program evaluation aligned with UPSOM’s mission, vision, and values. This leader will ensure that both learner performance and curricular effectiveness are systematically measured, thoughtfully analyzed, and continuously improved - building a culture where assessment is not episodic, but embedded, transparent, and mission-driven. In addition, the Associate Dean will lead efforts in curriculum mapping and integration to promote alignment of educational program objectives, course/clerkship objectives, and assessments. The role requires employing evidence-based approaches and contributing to national discussions on competency-based medical education, student assessment, educational program evaluation, and continuous improvement of medical education. The role will lead efforts in curriculum mapping and integration to enable the most effective alignment between instruction, learner assessment, and educational program evaluation." That's a lot; we can keep as About the role paragraph. Responsibilities: The bullet list under "Primary Responsibilities". Let's extract each bullet: - Lead the design and implementation of a systematic program evaluation framework to monitor the effectiveness and quality of the curriculum and learning environment. - Analyze evaluation data and provide actionable recommendations for improvement to faculty, committees, and leadership. - Monitor evaluation outcomes, lead or guide associated quality improvement efforts as appropriate, and participate in the continuous quality improvement efforts. - Design, implement, and evaluate a comprehensive program of student assessment across the entirety of the curriculum, including working towards a competency-based medical approach. - Work with course and education program leaders to ensure a variety of robust student assessments (spanning medical knowledge, clinical skills, and workplace-based activities) that are aligned with UPSOM educational program objectives. - Work with course and education program leaders to ensure student assessments are aligned with accreditation expectations. - Serve as content expert for LCME standards related to assessment. - Prepare for and participate in accreditation reviews and site visits. - Monitor and address any assessment or educational evaluation issues related to accreditation and regulatory compliance. - Monitor assessment outcomes, lead or guide associated continuous quality improvement efforts as appropriate and participate in the quality improvement efforts of the CQI Committee. - Create and oversee formative and summative assessment strategies, including performance-based assessments. - Employ evidence-based strategies and contribute to national discussions on competency-based medical education, student assessment, and continuous improvement of assessment initiatives. - Collaborate with information technology to streamline assessment and educational evaluation data collection, review, and monitoring including contributing to a nascent educational data warehouse. - Analyze and report data in a manner that effectively and clearly communicates student and program performance. - Lead data collection, processes, analyses, and reporting of student performance and post-graduation outcomes. - Prepare reports in support of accreditation and quality improvement processes. - Provide input into the Medical Student Performance Evaluation as needed. - Serve as a staff member on the Committee on Student Promotions to present select assessment information, answer questions, and provide context. - Oversee curriculum mapping to ensure alignment between educational program objectives, course/clerkship objectives, instructional methods, and assessment methods. - Collaborate with faculty and course leaders to identify gaps, redundancies, and opportunities for integration across the curriculum. - Ensure that curriculum maps are updated and maintained to support accreditation, student learning, and faculty development. - Work with the Curriculum Committee and related subcommittees to enhance horizontal and vertical integration of educational content and outcomes. - Provide direction and feedback to staff – support the hiring and onboarding of new staff. - Collaborate with school senior leadership to set and enforce overall assessment policies, procedures, and strategies. - Serve on internal and external committees related to role. - Disseminate experiences/scholarship in regional and national presentations and other activities to highlight the work done at UPSOM. - Build and maintain relationships with other medical schools, healthcare organizations, and community partners. - Serve as a member of the Vice Dean for Education leadership team. - Collaborate with and support the other assistant and associate deans with responsibilities in the medical education environment. That's many; we can keep as list. Requirements: The "Candidate Profile" includes Education & Experience bullet points. Let's extract: - Education & Experience: A demonstrated leader in medical education (MD, PhD, EdD, or equivalent degree in a medical field) with an outstanding track record of accomplishment in medical education. - Five years of experience in undergraduate and/or graduate medical education with oversight of learner assessment and educational evaluation within a course, clerkship, or other curricular component. - 3-5 years of direct teaching experience of medical students, preferred. - Direct experience designing, implementing, and overseeing assessment systems and curricular program development. - Fundamental understanding of accreditation standards, regulatory expectations, and continuous quality improvement processes. - Experience contributing to accreditation preparation and review processes. - Deep expertise in program evaluation, learner assessment, data analysis, and quality improvement methodologies. - Evidence-informed approach to educational design and evaluation, with familiarity with the current literature and national landscape in competency-based medical education. - Track record of academic contributions that reflect intellectual rigor, creativity, and innovation in medical education. - Systems thinker with the ability to operate effectively across the medical school, university, and health system environments. - Forward-thinking in the use of technology, digital tools, and innovation in curricular design, assessment, and implementation. - Demonstrated ability to navigate complexity and ambiguity while translating strategy into effective execution. - Excellent communication and listening skills, with the ability to unite, inspire, and build consensus among students, faculty, staff, and institutional partners. - Mission-oriented and deeply committed to the future of medical education and to advancing student success and institutional excellence. - Collaborative relationship-building skills, with an ability to successfully partner and build consensus with key internal and external stakeholders at all levels of the organization and with external partners. Then there are sections: Setting Strategy, Executing for Results, Leading Teams. Those are more competencies/skills. Could be placed under Skills or Qualifications. We'll treat them as Skills. Thus: Requirements: list of education/experience items. Qualifications: maybe we could combine with Requirements? But we need separate sections if content distinct. The posting lumps Education & Experience under Candidate Profile; then there are "Setting Strategy", "Executing for Results", "Leading Teams". Those are more about competencies/skills. So we can have Qualifications for the education/experience, and Skills for the competencies. But the instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have those.
Thus:
About the role: paragraph(s) summarizing role.
Responsibilities: ul list of duties.
Requirements: ul list of education/experience.
Qualifications: maybe we could include the same as Requirements? But we need distinct content; maybe we can treat Qualifications as the same as Requirements? However we should not duplicate. Perhaps we can put the education/experience under Requirements, and the competencies under Skills. Then Qualifications could be omitted if no distinct content. But we need to include sections only when posting has real specific content. The posting does have "Candidate Profile" which includes Education & Experience and also the competencies. So we could split: Requirements = Education & Experience; Skills = Setting Strategy, Executing for Results, Leading Teams. Qualifications maybe not needed. But we could also put Qualifications as the same as Requirements? Might be redundant. Better to have Requirements and Skills, and omit Qualifications.
But the instruction says "Prefer a few substantive sections over many thin ones." So we could combine Requirements and Qualifications into one section? But they ask to use those headings if content exists. We have content for Requirements (education/experience). We have content for Skills (competencies). We could also have Qualifications as maybe the same as Requirements? Not needed.
Thus sections: About the role, Responsibilities, Requirements, Skills.
Add location paragraph maybe after About the role or as its own short p.
We must not include boilerplate like EEO, application instructions, etc.
Let's craft HTML.
We'll start with About the role
then
... (intro paragraph plus location maybe). Could split location into separate
. Then
Responsibilities
- with each responsibility as
- .
Then
Requirements
- with each education/experience bullet.
Then
Skills
- with each competency bullet from Setting Strategy, Executing for Results, Leading Teams.
We need to ensure we preserve all substantive information; not lose any.
Let's list responsibilities bullets exactly as given.
I'll copy them.
Responsibilities list:
1. Lead the design and implementation of a systematic program evaluation framework to monitor the effectiveness and quality of the curriculum and learning environment.
2. Analyze evaluation data and provide actionable recommendations for improvement to faculty, committees, and leadership.
3. Monitor evaluation outcomes, lead or guide associated quality improvement efforts as appropriate, and participate in the continuous quality improvement efforts.
4. Design, implement, and evaluate a comprehensive program of student assessment across the entirety of the curriculum, including working towards a competency-based medical approach.
5. Work with course and education program leaders to ensure a variety of robust student assessments (spanning medical knowledge, clinical skills, and workplace-based activities) that are aligned with UPSOM educational program objectives.