Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California; David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California; Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California.
University of California Davis Medical Center, Department of Emergency Medicine, Sacramento, California.
West J Emerg Med. 2017 Jan;18(1):163-168. doi: 10.5811/westjem.2016.10.32636. Epub 2016 Dec 5.
Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator.
Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics.
112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53-17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87-7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13-2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise.
Education faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.
最近的文献呼吁采取措施提高教育研究的质量，并支持教师以学术的方式处理教育问题。了解急诊医学（EM）教育工作者队伍是制定支持教育工作者和促进 EM 教育学术的政策的关键前提。本研究旨在阐明学术 EM 教育工作者的当前劳动力模式。
EM 培训计划的项目领导完成了一份在线调查，其中包含多项选择、完成和自由回答类型的项目。我们计算并报告了描述性统计数据。
112 个计划参与了调查。核心教员/计划的平均人数为 16.02 ± 7.83 [14.53-17.5]。专门用于教育的教员全职当量（FTE）/计划的平均人数为 6.92 ± 4.92 [5.87-7.98]，包括（平均 FTE）：教育副主席（0.25）；医学教育主任（0.13）；教育研究员主任（0.2）；住院医师计划主任（0.83）；副主任住院医师（0.94）；助理住院医师主任（1.1）；医学生实习主任（0.8）；助理/副主任实习主任（0.28）；模拟研究员主任（0.11）；模拟主任（0.42）；教师发展主任（0.13）。教育行政支持的平均 FTE/计划为 2.34 ± 1.1 [2.13-2.61]。临床时间的确定有所不同；38.75%的计划有具有教育研究专业知识的人员。
教育教师约占核心教师队伍的 43%。许多计划没有完整的教育领导角色，教育教师将时间分配在多个重要的学术角色中。临床要求各不相同。许多部门缺乏教育研究方面的专业人员。这些信息可能会为促进教育学术的干预措施提供信息。
