■医学院教师的核心角色越来越多样化,实质性的,和进化。根据医学教育的这种动态性质,教师的努力应该得到准确的评估,不断评价,并奖励以确保教师满意度并促进归属感文化。研究目标是检查官方任务的不平衡以及在各个教育者领域对医学院教师工作的看法。
■一项80项调查旨在收集教师对努力的看法的定量和定性度量。调查问题收集了有关教师人口统计的数据,打算留下来,以及对以下教育者领域的努力的看法:教学,教育领导和管理,研究和奖学金,和服务。在数据分析中采用了混合方法。
■在2022年2月至5月期间,收集了来自27个州的受访者的88份完整调查回复。在教育者的教学领域,分配的努力和感知的努力之间存在显著的差异,研究,和服务(P<0.01)。教师对致力于教学的努力百分比的满意度与留下来的意图显着相关(P<0.05)。学术排名和男性对工作量分配的满意度更高。定性分析确定了晋升类别中的许多关键主题,工作量,资源,和保留。
■我们的研究表明,对工作量的满意度与留下来的意图直接相关,从医学教育者的角度来看,违反了公平工作量分配原则。这些数据提供了关键信息,可用于帮助医学院制定指标,以评估教师在医学教育中的表现并提高学术医学的保留率。
UNASSIGNED: Core roles of medical school faculty are increasingly diverse, substantial, and evolving. In alignment with this dynamic nature of medical education, faculty effort should be accurately appraised, constantly evaluated, and rewarded to ensure faculty satisfaction and promote a culture of belonging. The study goal was to examine the imbalance in official assignments and perceptions of medical school faculty effort in various educator domains.
UNASSIGNED: An 80-item survey was designed to collect quantitative and qualitative measures of faculty perceptions of effort. Survey questions collected data on faculty demographics, intent to stay, and perceptions of effort in the following educator domains: teaching, educational leadership and administration, research and scholarship, and service. A mixed methods approach was utilized in data analysis.
UNASSIGNED: Eighty-eight complete survey responses were collected between February and May of 2022 from respondents from 27 states. There was a significant disparity between assigned and perceived effort in the educator domains of teaching, research, and service (P < 0.01). Faculty satisfaction with percent effort dedicated to teaching significantly correlated with intent to stay (P < 0.05). Satisfaction with
workload assignments was higher with advanced academic rank and male gender. Qualitative analysis identified many key themes in the categories of promotion,
workload, resources, and retention.
UNASSIGNED: Our study revealed that satisfaction with
workload directly correlates with intent to stay, and principles of equitable
workload distribution are violated from the perspective of the medical educator. This data provides critical information that can be used to assist medical schools in developing metrics to evaluate faculty performance in medical education and improve retention in academic medicine.