A model for distributing teaching funds to faculty

Area of Science:

• Medical Education
• Academic Finance
• Faculty Development

Background:

• Traditional funding for medical school teaching (research, clinical income) is declining.
• Faculty are seeking alternative financial support for undergraduate medical education.
• Yale University School of Medicine addresses this by reallocating general revenue for teaching support.

Purpose of the Study:

• To introduce and evaluate a new financial model for supporting faculty teaching at Yale School of Medicine.
• To incentivize and recognize faculty commitment to undergraduate medical student education.
• To explore a sustainable funding mechanism for medical education.

Main Methods:

• Developed a departmental funding allocation model based on faculty teaching commitment.
• Incorporated both qualitative (effectiveness) and quantitative (effort) measures for assessment.
• Distributed a portion of general revenue funds according to this model.

Main Results:

• The new funding model received a primarily positive initial response from faculty and department chairs.
• There is widespread acknowledgment of the need for financial support for faculty with significant teaching responsibilities.
• The model aims to signal institutional commitment to teaching faculty and medical students.

Conclusions:

• Yale's innovative funding model demonstrates a commitment to supporting medical faculty teaching.
• The approach balances qualitative and quantitative assessments of teaching dedication.
• This initiative highlights the importance of dedicated financial resources for medical education.