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Related Experiment Videos

Faculty time allocation in rural primary care training sites.

L A Crandall, A A Walczak, R P Duncan

    The Journal of Rural Health : Official Journal of the American Rural Health Association and the National Rural Health Care Association
    |June 9, 1986
    PubMed
    Summary

    Medical school faculty in rural primary care spent most time on patient care and travel, not teaching. Despite this, faculty-student contact was higher than in urban teaching hospitals.

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    Area of Science:

    • Medical Education
    • Primary Care Research
    • Faculty Time Allocation

    Background:

    • Rural primary care centers train medical students and house staff.
    • Faculty attending physicians rotate through these centers.
    • Understanding faculty time allocation is crucial for effective training.

    Purpose of the Study:

    • To examine how medical school faculty allocate their time in rural primary care training centers.
    • To compare time spent on direct patient care versus teaching activities.
    • To assess faculty-student interaction in this setting.

    Main Methods:

    • Utilized two distinct methods to study faculty time allocation.
    • Collected data on activities including patient care, teaching, and travel.

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  • Analyzed time distribution across different roles and settings.

    • Main Results:

    • Faculty spent the largest proportion of time on travel and direct patient care without students.
    • A significant portion of teaching time involved student contact without patients present.
    • Simultaneous patient care by faculty and students comprised less than 10% of faculty effort.

    Conclusions:

    • Faculty in busy rural primary care settings are often providers first, teachers second.
    • Despite challenges, faculty-student contact in rural settings may exceed that in tertiary care hospitals.
    • Re-evaluating faculty roles and support is needed to balance care provision and educational missions.