Nutter D O, Bond J S, Coller B S, D'Alessandri R M, Gewertz B L, Nora L M, Perkins J P, Shomaker T S, Watson R T
Faculty and Clinical Affairs, Northwestern University Medical School, Chicago, IL 60611-3008, USA.
Acad Med. 2000 Feb;75(2):199-207. doi: 10.1097/00001888-200002000-00025.
A national panel on medical education was appointed as a component of the AAMC's Mission-based Management Program and charged with developing a metrics system for measuring medical school faculty effort and contributions to a school's education mission. The panel first defined important variables to be considered in creating such a system: the education programs in which medical school faculty participate; the categories of education work that may be performed in each program (teaching, development of education products, administration and service, and scholarship in education); and the array of specific education activities that faculty could perform in each of these work areas. The panel based the system on a relative value scale, since this approach does not equate faculty performance solely to the time expended by a faculty member in pursuit of a specific activity. Also, a four-step process to create relative value units (RVUs) for education activities was developed. This process incorporates quantitative and qualitative measures of faculty activity and also can measure and value the distribution of faculty effort relative to a school's education mission. When adapted to the education mission and culture of an individual school, the proposed metrics system can provide critical information that will assist the school's leadership in evaluating and rewarding faculty performance in education and will support a mission-based management strategy in the school.
一个医学教育全国委员会被任命为美国医学协会基于使命的管理项目的一部分，负责开发一个衡量医学院教师工作量以及其对学校教育使命贡献的指标体系。该委员会首先确定了创建这样一个体系时要考虑的重要变量：医学院教师参与的教育项目；每个项目中可能开展的教育工作类别（教学、教育产品开发、管理与服务以及教育学术研究）；以及教师在这些工作领域中各自能够开展的一系列具体教育活动。该委员会基于相对价值尺度构建了这个体系，因为这种方法并不将教师表现仅仅等同于教师为某项特定活动所花费的时间。此外，还开发了一个为教育活动创建相对价值单位（RVU）的四步流程。这个流程纳入了对教师活动的定量和定性衡量，并且还能够衡量和评估教师工作量相对于学校教育使命的分配情况。当该指标体系适用于个别学校的教育使命和文化时，它能够提供关键信息，有助于学校领导评估和奖励教师在教育方面的表现，并支持学校基于使命的管理策略。
