Sun Helen H, Pourtaheri Navid, Janis Jeffrey E, Becker Devra B
Case Western Reserve University School of Medicine, Department of Plastic Surgery, Cleveland, Ohio.
Department of Plastic Surgery, University Hospitals Cleveland Medical Center, Cleveland, Ohio.
Plast Reconstr Surg Glob Open. 2018 Oct 16;6(10):e1948. doi: 10.1097/GOX.0000000000001948. eCollection 2018 Oct.
Although education is critical to the mission of academic medical centers in the United States, it is often not quantified and monetized as are their research and clinical missions. We undertook this survey to assess the perceived valuation of educational endeavors of plastic surgeon faculty at the U.S. academic medical centers.
A survey using Qualtrics software (Qualtrics, Provo, UT) was distributed to faculty members of the American Council of Academic Plastic Surgeons by electronic mail in February 2015. A total of 16 questions included both demographic information and Likert-item questions of perception of valuation of educational activities. For analysis, responses were grouped according to an adapted Net Promoter Score including "unsupportive" (0-6), "neutral" (7-8), and "supportive" (9-10).
Sixty-five surveys were completed out of a total of 406, with an overall response rate of 16%. Kruskal-Wallis statistical analysis demonstrated that region and rank were not significant in perception of hospital or departmental support for educational activities. Respondents rated their departments as more supportive than their institutions ( < 0.05), and average perceived value rating of institutions was "unsupportive." Financial support was associated with higher ratings with respect to support of institutions and departments. Mid-career faculty displayed a trend toward lower ratings of perception of support.
The majority of respondents perceived their institutions and departments as unsupportive of educational effort. Direct compensation to physicians for teaching efforts may improve faculty retention in academia and reduce physician burnout.
尽管教育对于美国学术医疗中心的使命至关重要，但与研究和临床使命不同，教育往往没有被量化和货币化。我们开展这项调查，旨在评估美国学术医疗中心整形外科教员对教育工作的感知价值。
2015年2月，通过电子邮件向美国学术整形外科医生理事会的教员发放了一份使用Qualtrics软件（Qualtrics，普罗沃，犹他州）进行的调查问卷。总共16个问题包括人口统计学信息以及关于教育活动价值感知的李克特量表问题。为了进行分析，根据调整后的净推荐值将回答进行分组，包括“不支持”（0 - 6）、“中立”（7 - 8）和“支持”（9 - 10）。
在总共406份调查问卷中，65份完成，总体回复率为16%。克鲁斯卡尔 - 沃利斯统计分析表明，地区和职级在对医院或科室对教育活动的支持感知方面不具有显著性。受访者认为他们的科室比所在机构更支持教育活动（<0.05），并且对机构的平均支持感知价值评级为“不支持”。财政支持与对机构和科室支持的较高评级相关。处于职业生涯中期的教员在支持感知评级方面呈现出较低的趋势。
大多数受访者认为他们的机构和科室不支持教育工作。直接对医生的教学工作给予报酬可能会提高学术界教员的留任率并减少医生的职业倦怠。
