Creating a medical education enterprise: leveling the playing fields of medical education vs. medical science research within core missions

Abstract

Background: Unlike publications of medical science research that are more readily rewarded, clinician-educators’ scholarly achievements are more nebulous and under-recognized. Objective:Create an education enterprise that empowers clinician-educators to engage in a broad range of scholarly activities and produce educational scholarship using strategic approaches to level the playing fields within an organization. Design: The authors analyzed the advantages and disadvantages experienced by medical science researchers vs. clinician educators using Bolman and Deal’s (B&D) four frames of organization (structural, human resource, political, symbolic). The authors then identified organizational approaches and activities that align with each B&D frame and proposed practical strategies to empower clinician-educators in their scholarly endeavors. Results: Our medical education enterprise enhanced the structural frame by creating a decentralized medical education unit, incorporated the human resource component with an endowed chair to support faculty development, leveraged the political model by providing grant supports and expanding venues for scholarship, and enhanced the symbolic frame by endorsing the value of education and public recognition from leaderships. In five years, we saw an increased number of faculty interested in becoming clinician-educators, had an increased number of faculty winning Educational Awards for Excellence and delivering conference presentations, and received 12 of the 15 college-wide awards for educational scholarship. These satisfactory trends reflect early success of our educational enterprise. Conclusions: B&D’s organizational frames can be used to identify strategies for addressing the pressing need to promote and recognize clinician-educators’ scholarship. We realize that our situation is unique in several respects, but this approach is flexible within an institution and transferable to any other institution and its medical education program. Abbreviations: B&D: Bolman and Deal; CRIS: Center for Research, Innovation, and Scholarship; OOR: Office of Research

Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine

“…Specifically, research tends to be more valued than teaching. The former offers easily evaluated outcome measures such as the publication of articles and receipt of grants, and a tangible impact on remuneration [ 41 ] and academic promotion [ 42 ]. In principle, academic promotion committees recognize the importance of teaching [ 43 ].…”

Factors influencing career success of clinical nurses in northwestern China based on Kaleidoscope Career Model: Structural equation model

“…Career success refers to a person's accumulated positive work‐related achievements or psychological sense of achievement (Cumbler et al, 2018 ). At present, most of the researches on career success are concentrated in the field of enterprise management, but gradually, researches have turned to the field of nursing (Brown et al, 2018 ; Thammasitboon et al, 2017 ). Researches have showed that career success is helpful to promote the innovative behaviour of nurses, and it can improve the quality of service and stabilize the nursing teams (Wang, Zhang, et al, 2019 ; Zamanzadeh et al, 2019 ).…”

Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development

“…14,19,21,25,26,29,39 Five programs were organized as formal fellowships. 17,19,21,23,43 The number of people required to administer each program was not generally reported, and Appendix 2 reports only the minimum number of personnel required. Fifteen of the programs reported needing 10 people or fewer to run.…”