Service Increment for Teaching (SIFT): a review of its origins, development and current role in supporting undergraduate medical education in England and Wales

Clack, Gillian B; Bevan, Gwyn; Eddleston, A. L. W. F.

doi:10.1046/j.1365-2923.1999.00310.x

Cited by 10 publications

(16 citation statements)

References 8 publications

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“…There has been much debate about how these resources are accounted for 9,10 and, in England, the payment mechanism is being reviewed. 3 In general practice, the ability to deliver teaching is linked to adequate funding 11 and so the outcome of spending reviews is important.…”

Section: • Northern Ireland: Supplement For Teaching and Research (Stmentioning

confidence: 99%

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

Harding

Rosenthal

Al-Seaidy³

et al. 2015

Br J Gen Pract

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Section: • Northern Ireland: Supplement For Teaching and Research (Stmentioning

confidence: 99%

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

Harding

Rosenthal

Al-Seaidy³

et al. 2015

Br J Gen Pract

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“…This is partly due to the inherent difficulty in calculating the additional costs involved in teaching: for example, it is difficult to estimate the medical students' costs to the trust of a ward review where there are postgraduate trainees as well as nursing students. 6 Similarly, it is difficult to calculate the costs of an out-patient clinic running slower due to medical students, along with the costs of the facilities (e.g. additional chairs for medical students, larger rooms).…”

Section: Calculating the Costs Of Teachingmentioning

confidence: 99%

“…Although the focus of this paper is on the practice in England, the issues raised may be applicable across the UK. Readers interested in the historical origins and development of SIFT funding are referred to excellent reviews by Bevan 5 and Clack et al 6 Medical SIFT Figure 1 demonstrates the source of medical education funding in England and Fig. 2 indicates the disbursal pathway of these funds.…”

mentioning

confidence: 99%

Current role of service increment for teaching funding in psychiatry

2010

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SummaryUniversities are the main provider of medical student education in the UK; however, its delivery, especially the clinical years but increasingly also the pre-clinical years, often takes place in National Health Service hospitals. Trusts are paid for this privilege through service increment for teaching (SIFT). Developments in clinical governance structures have meant that there is now increased scrutiny and transparency in the funding of clinical services. Lack of similarly robust educational governance structures has led to the risk of educational funds being used to deliver clinical services. This paper examines the current role of SIFT funding and the possible ways forward, using a case study.

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“…Resources to support the teaching of undergraduate medical students in England come from a number of sources: from the Department for Education and Employment (DfEE), via the Higher Education Funding Council for England (HEFCE) in the form of grant income; from local education authorities and self‐financing students, as tuition fees, and from the Department of Health (DoH) via a payment known as the service increment for teaching (SIFT) 23 . Only the first two come through the university sector, the SIFT money being paid direct to National Health Service hospitals and general practices to compensate them for the extra service costs incurred by the presence of students.…”

Section: Introductionmentioning

confidence: 99%

The development of a more equitable approach to resource allocation and manpower planning for undergraduate teaching in a UK medical school

et al. 2008

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Context Resource allocation and manpower planning in the clinical faculty of a UK medical school.Purpose To design a model, which is perceived to be fair, to determine indicative undergraduate teaching budgets to departments within the school from university resources and to specialty care groups of the main university hospital from service increment for teaching (SIFT) resources, and to aid manpower planning.Method The student load for each department is measured in full-time-equivalent student numbers (FTEs) for each specialty and compared with the total load for the whole curriculum to derive each department's percentage share of available undergraduate teaching resources. Data on staff numbers available for teaching, both from the school and NHS, are also included. Student load and teaching capacity are then compared.Result Undergraduate teaching resources relate to student load in the resource allocation process, and changes to the course are automatically re¯ected. Staff data, when compared with student load, facilitate rational planning of establishment levels to meet the teaching needs of the undergraduate curriculum. Of the respondents to a survey of heads of departments and the faculty's management board, 88% agreed that it was a better approach to resource allocation than the previous historical basis.Present limitations and scope for development Data are currently entered manually but will be transmitted electronically in the future via the Web. Further consideration will be given to the possible inclusion in the model of weighting factors for different types of teaching and to how appropriate measures of quality may be incorporated into the resource allocation process.Conclusion The model, despite some limitations, is a cost-effective and pragmatic management tool.

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Service Increment for Teaching (SIFT): a review of its origins, development and current role in supporting undergraduate medical education in England and Wales

Abstract: The new contractual basis has enabled medical schools to use contracts to improve the clinical teaching of undergraduate medical students in the NHS. These developments may offer useful models for other countries.

Cited by 10 publications

References 8 publications

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

Current role of service increment for teaching funding in psychiatry

The development of a more equitable approach to resource allocation and manpower planning for undergraduate teaching in a UK medical school

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