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A model for distributing teaching funds to faculty

M A Johnston1, R H Gifford

  • 1Office of Education, Yale University School of Medicine, New Haven, Connecticut, USA.

Academic Medicine : Journal of the Association of American Medical Colleges
|February 1, 1996
PubMed
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Medical schools face funding challenges for faculty teaching. Yale University developed a novel funding model rewarding faculty commitment to undergraduate medical education, combining effectiveness and effort. This initiative aims to support teaching faculty and students.

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.

Related Experiment Videos

  • 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.