Related Experiment Video
Updated: Jul 10, 2026
08:16
Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
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
Summary
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.
- 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.
Related Concept Videos
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:29Planning Nursing Care II
A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
01:28Compensation Mechanisms
The human body employs intricate mechanisms to counteract changes in blood pH, preventing conditions like acidosis (pH < 7.35) and alkalosis (pH > 7.45). These compensatory responses aim to restore normal arterial blood pH by engaging respiratory or renal systems, depending on the source of the imbalance.
Respiratory Compensation
This mechanism addresses metabolic-induced pH imbalances by adjusting breathing rates. Respiratory compensation begins within minutes of detecting a pH...
Respiratory Compensation
This mechanism addresses metabolic-induced pH imbalances by adjusting breathing rates. Respiratory compensation begins within minutes of detecting a pH...
01:23Reinforcement
Positive and negative reinforcement are key concepts in operant conditioning, a learning process where the consequences of a behavior affect the likelihood of that behavior being repeated.
Positive reinforcement occurs when a behavior is followed by the presentation of a rewarding stimulus, increasing the frequency of that behavior. For example:
Positive reinforcement occurs when a behavior is followed by the presentation of a rewarding stimulus, increasing the frequency of that behavior. For example:
01:24Reinforcement Schedules
Positive reinforcement is a powerful method for teaching new behaviors to both animals and humans. B.F. Skinner demonstrated this with his experiments using rats in a Skinner box. When a rat pressed a lever, it received a food pellet. This immediate reward encouraged the rat to repeat the behavior. This method, where a reward follows every instance of the behavior, is known as continuous reinforcement. It is highly effective for establishing new behaviors quickly.
Once a behavior is learned,...
Once a behavior is learned,...