Institute of Health Policy, Management and Evaluation, Wilson Centre, University of Toronto, University Health Network, Toronto, Ontario, Canada.
The Centre for Addiction and Mental Health, University of Toronto, University Health Network, Toronto, Ontario, Canada.
Med Educ. 2017 May;51(5):511-520. doi: 10.1111/medu.13231. Epub 2017 Jan 11.
Fund-raising is a new practice in medical education research.
This qualitative study explores a cross-sectional analysis of philanthropy in medical education in Canada and Europe and identifies some common characteristics in the fund-raising system, key roles and characteristics of research sites that have had success.
Medical education research sites that had received donations greater than Can$100 000 were identified by searching publicly available sources. Interviews were conducted with 25 individuals from these and other sites, in four categories: medical education leaders (n = 9); philanthropy-supported chairholders and researchers (n = 5); donors of over Can$100 000 (n = 7), and advancement professionals (n = 4). Interview transcripts were inductively coded to identify themes.
Five factors associated with success in accessing philanthropic sources were identified in the sample: support of the organisation's senior leadership; a charismatic champion who motivates donors; access to an advancement office or foundation; impetus to find funds beyond traditional operating budgets, and understanding of the conceptual and practical dimensions of fund-raising. Three types of donor (medical education insider, donor collective and general philanthropist), four faculty roles (trailblazers, rock stars, 'Who? Me?' people and future fund-raisers) and six stages in the fund-raising cycle were also identified.
Philanthropy is a source of funding with the potential to significantly advance education research. Yet competence in fund-raising is not widely developed among medical education research leaders. Successful accessing of philanthropic sources of funding requires the ability to articulate the impact of philanthropy in medical education research in a way that will interest donors. This appears to be challenging for medical education leaders, who tend to frame their work in academic terms and have trouble competing against other fund-raising domains. Medical education research institutes and centres will benefit from developing greater understanding of the conception and practices of fund-raising.
筹款是医学教育研究中的一项新实践。
本定性研究对加拿大和欧洲医学教育中的慈善事业进行了横断面分析，确定了筹款系统的一些共同特征、有成功经验的研究基地的关键角色和特征。
通过搜索公开资料，确定了获得超过 10 万加元捐款的医学教育研究基地。对来自这些基地和其他基地的 25 名个人进行了访谈，分为四类：医学教育领导者（9 人）；慈善支持的主席和研究员（5 人）；捐赠超过 10 万加元的人（7 人）和发展专业人员（4 人）。对访谈记录进行了归纳编码，以确定主题。
在样本中确定了成功获取慈善资源的五个因素：组织高层领导的支持；激励捐赠者的魅力领袖；获得发展办公室或基金会的机会；寻找超越传统运营预算的资金的动力，以及对筹款的概念和实际维度的理解。还确定了三种类型的捐赠者（医学教育内部人士、捐赠集体和一般慈善家）、四种教师角色（开拓者、摇滚明星、“谁？我？”的人以及未来的筹款人）和筹款周期的六个阶段。
慈善事业是一种具有潜在能力的资金来源，可以极大地推动教育研究。然而，医学教育研究领导者在筹款方面的能力并不广泛。成功获取慈善资金来源需要有能力以一种能引起捐赠者兴趣的方式阐明慈善事业对医学教育研究的影响。这对医学教育领导者来说似乎具有挑战性，他们往往以学术术语来构建自己的工作，并且难以与其他筹款领域竞争。医学教育研究所和中心将受益于对筹款概念和实践的更深入理解。
