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Recruiting and rewarding faculty for medical student teaching
Linda F Pessar1, Ruth E Levine, Carol A Bernstein
1Erie County Medical Center, Department of Psychiatry, 462 Grider Street, Buffalo, New York, USA. lfp@buffalo.edu
Summary
Academic psychiatry faces challenges in faculty teaching due to increased demands. A multifaceted strategy is proposed to recruit, retain, and reward educators, ensuring the medical student educational mission is met.
Area of Science:
- Medical Education
- Academic Psychiatry
Background:
- Increasing demands on medical student education strain faculty time in academic psychiatry.
- There is a critical need for innovative strategies to support and incentivize teaching efforts.
Purpose of the Study:
- To propose a comprehensive, multifactorial approach to address the challenges of faculty recruitment, retention, and reward in academic psychiatry teaching.
- To ensure the fulfillment of the medical student educational mission within psychiatry departments.
Main Methods:
- Implementing role modeling by department Chairs.
- Enforcing service requirements for volunteer faculty.
- Expanding teaching venues and providing faculty development opportunities.
- Elevating the status of teaching through academies and awards.
- Utilizing medical center resources for teacher rewards and faculty promotion.
Main Results:
- The proposed multifactorial approach offers a structured framework for academic departments to enhance teaching engagement.
- Specific initiatives aim to systematically improve the recruitment, retention, and recognition of faculty educators.
Conclusions:
- Academic leaders must recognize the intrinsic value of teaching to the academic mission.
- Sufficient resources must be allocated to effectively recruit, retain, and reward faculty for their essential teaching contributions.
