Recruiting and Rewarding Faculty for Medical Student Teaching

Pessar, Linda F.; Levine, Ruth E.; Bernstein, Carol A.; Cabaniss, Deborah S.; Dickstein, Leah J.; Graff, Sarah V.; Hales, Deborah J.; Nadelson, Carol C.; Robinowitz, Carolyn B.; Scheiber, Stephen C.; Jones, Paul M.; Silberman, Edward

doi:10.1176/appi.ap.30.2.126

Cited by 17 publications

(10 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our findings offer a different perspective as our participants chose to work in an academic environment in order to pursue their love of teaching. Our findings also suggest that opportunities to teach in a university hospital can represent a strong incentive for recruitment and retention, issues that are often cited as challenging in medical education …”

Section: Discussionmentioning

confidence: 54%

“…Our findings also suggest that opportunities to teach in a university hospital can represent a strong incentive for recruitment and retention, issues that are often cited as challenging in medical education. [27][28][29] As with any study, our inquiry has limitations. Firstly, we recruited participants from only one university.…”

Section: '[Teaching] Renews My Interest and My Focus'mentioning

confidence: 99%

See 1 more Smart Citation

Why physicians teach: giving back by paying it forward

Steinert

Macdonald

2015

Med Educ

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 54%

Section: '[Teaching] Renews My Interest and My Focus'mentioning

confidence: 99%

Why physicians teach: giving back by paying it forward

Steinert

Macdonald

2015

Med Educ

View full text Add to dashboard Cite

show abstract

“…2,5,6 These incentives have included monetary compensations to the 'best' teachers, complimentary continuing medical education courses, and establishing teaching academies to acknowledge the commitment to and evidence of educational excellence. 7,8 Whereas such incentives may have variable effectiveness in enlisting physicians to participate in educational programs, it is unclear whether these 'recruited' physicians are able to genuinely commit to the curriculum in the way that is required to bring about optimal teaching and learning. If educational outcomes were improved by these incentives, the mechanism of action might merely be that offering payment for teaching boosts the potential pool of teachers such that the most talented educators can be selected from a larger cohort of candidates.…”

Section: Introductionmentioning

confidence: 99%

An Association Between Paying Physician-teachers for their Teaching Efforts and an Improved Educational Experience for Learners

et al. 2007

View full text Add to dashboard Cite

BACKGROUND: Medical schools often rely on faculty volunteerism to address clinical teaching needs for students. Increasing time pressures on physicians has made it difficult to secure commitments for clinical instruction. In the 2005-2006 academic year, the Johns Hopkins University School of Medicine (JHU-SOM) launched the Colleges Program, recruiting 24 salary-supported physician-faculty to serve as advisors to students as well as teachers of the second year course, 'clinical skills'. We hypothesized that compensating physician educators would have a measurable positive impact on the students' experiences in this course. RESULTS: Fifty-eight preceptors taught clinical skills over the 3-year study period. The overall response rate for preceptor evaluations by medical learners was 77% (277/359). CF, more likely than volunteer preceptors to have a full-time academic appointment (100 vs 63%, p<.01), have an additional advanced degree (48 vs 15%, p<.01) and prior faculty development training (52 vs 17%, p<.01). Scores for all six evaluation domains were higher for CF compared to those from the two previous years combined (all p<.001). In the fully adjusted regression model, only CF status was independently associated with high preceptor evaluation scores (Odds Ratio 4.3, 95% CI 1.01-18.20). MATERIALS AND METHODS: CONCLUSIONS:Salary support for teaching efforts in the time-intensive CS course coupled with the prestige of being appointed to the CF was associated with higher student evaluations.

show abstract

“…36,37 It has been argued that, within psychiatry departments, these unit director roles are "burnout" career paths that offer little time for research or scholarly writing, or for the mentoring from senior faculty that these pursuits require. 38 Consequently, it is difficult for many inpatient directors to achieve academic advancement and tenure.…”

Section: Inpatient Psychiatric Attending Models In the Academic Centermentioning

confidence: 99%

The Academic Psychiatric Hospitalist

Bess

Casher²

2011

Journal of Psychiatric Practice

View full text Add to dashboard Cite

Recent years have seen the expanding presence of hospitalists, most prominently in internal medicine, but also in other areas such as neurology, pediatrics, and psychiatry. In contrast to a burgeoning literature on general medicine hospitalists, very little has been written about the role of psychiatric hospitalists-psychiatrists who work exclusively in the hospital setting-and the advantages of this model in the inpatient setting. The authors trace the history of hospitalists in psychiatry and argue that this model can fit well with the clinical and teaching mission of the modern academic psychiatry inpatient program. High quality care of acutely ill psychiatric inpatients involves a body of knowledge and a set of core competencies that may be best served by psychiatric hospitalists.

show abstract

Recruiting and Rewarding Faculty for Medical Student Teaching

Abstract: Academic leaders must acknowledge the inherent value of teaching to the academic enterprise and delegate sufficient resources to recruit, retain, and reward educators for the essential work that they perform.

Cited by 17 publications

References 25 publications

Why physicians teach: giving back by paying it forward

Why physicians teach: giving back by paying it forward

An Association Between Paying Physician-teachers for their Teaching Efforts and an Improved Educational Experience for Learners

The Academic Psychiatric Hospitalist

Contact Info

Product

Resources

About