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The full-time clinical faculty: what goes around, comes around
Barbara Barzansky1, Gretchen Kenagy
1Division of Undergraduate Medical Education, American Medical Association, Chicago, Illinois 60654, USA. barbara.barzansky@ama-assn.org
The Flexner Report envisioned full-time clinical faculty dedicated to teaching and research. However, financial realities led to faculty relying on clinical practice income, a trend that continues today, impacting medical education.
Area of Science:
- Medical Education
- Academic Medicine
- Clinical Faculty Development
Background:
- Abraham Flexner's 1910 report proposed a university-based, full-time faculty model for medical education.
- This model emphasized faculty dedication to teaching and research.
Observation:
- The implementation of full-time clinical faculty faced financial challenges from 1910-1930s.
- The "geographic" full-time model emerged (1940s-1960s), allowing income from clinical practice.
- Increased reliance on clinical practice revenue by medical schools expanded full-time clinical faculty numbers.
Findings:
- Clinical faculty became "full-time" and "salaried" over 100 years post-Flexner, but not as envisioned.
- Faculty salaries are now significantly supported by clinical practice revenue.
- Concerns about clinical practice "distracting" from educational duties persist.
Implications:
- The financial model of academic medicine has evolved significantly since the Flexner Report.
- The balance between clinical practice and educational/research roles remains a critical issue.
- Understanding this evolution is key to addressing contemporary challenges in medical education.
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