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Rewarding teaching faculty with a reimbursement plan.

G W Rouan1, R G Wones, J Tsevat

  • 1Department of Internal Medicine, University of Cincinnatti, Cincinnatti, Ohio 45267-0557, USA.

Journal of General Internal Medicine
|June 3, 1999
PubMed
Summary
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A new system successfully measured medical faculty teaching effort, leading to a significant redistribution of departmental funds. This approach aligns financial incentives with educational contributions, reflecting expertise in internal medicine.

Area of Science:

  • Medical Education
  • Health Professions Education
  • Faculty Development

Background:

  • Measuring and rewarding faculty teaching effort in medical schools is complex.
  • Existing systems may not accurately reflect the value of teaching contributions.
  • A need exists for a transparent and equitable method to allocate teaching funds.

Purpose of the Study:

  • To develop a quantifiable system for assessing medical school faculty teaching effort.
  • To implement a payment system directly linked to measured teaching effort.
  • To evaluate the impact of this system on the distribution of discretionary teaching funds.

Main Methods:

  • An interventional study design was employed, measuring outcomes pre- and post-intervention.
  • A system assigning "teaching units" based on faculty time and effort was developed.

Related Experiment Videos

  • Discretionary teaching funds were allocated to faculty and divisions based on accumulated teaching units.

    • Main Results:

    • The intervention resulted in a substantial redistribution of discretionary teaching dollars among divisions.
    • Changes in allocation ranged from a 78.2% increase to a 28.5% decrease in the first year.
    • The distribution of teaching units correlated strongly with national examination content in internal medicine.

    Conclusions:

    • It is feasible to measure faculty teaching effort and use it to distribute funds.
    • The implemented system led to significant shifts in financial allocations, reflecting teaching value.
    • This method provides a flexible and adaptable approach to incentivizing clinical teaching.