a Baylor College of Medicine , Houston , Texas , USA.
b Department of Pediatrics , University of North Carolina School of Medicine , Chapel Hill , North Carolina , USA.
Teach Learn Med. 2019 Jun-Jul;31(3):279-287. doi: 10.1080/10401334.2018.1528156. Epub 2018 Dec 31.
: Pairing medical students with community-based preceptors has provided unique medical education advantages. However, due to an increase in the number of M.D.-granting medical schools and medical school class sizes, academic medical institutions have struggled to recruit community preceptors to teach their students. This task has been made more difficult due to rising pressures upon institutions and clinicians-for example, increased productivity demands, greater volume and oversight of electronic health record documentation, and competition for community preceptors from both D.O. and non-U.S.-based medical schools. Although academic institutions have historically relied largely on altruistic motives and intrinsic rewards to actively engage and retain community-based preceptors, alternative models have arisen, chiefly those in which community-based preceptors are explicitly compensated for teaching. : To study this phenomenon, representatives of the Alliance for Clinical Education developed and deployed a 31-item survey accompanied with a subset of free text questions to the collective membership of its 8-member constituent organizations. Survey questions explored if community preceptors were compensated indirectly or directly and what types of compensation were provided, if any. There were 188 surveys analyzed, with an estimated response rate of 18.2%. : Twenty-six percent of respondents indicated they compensate community preceptors directly and/or indirectly. Respondents discussed their motivations for payment (or nonpayment), mechanisms for paying, aspirations to pay, and expectations of the recipient. No statistically significant association was found when comparing responses of paid versus not paid by region. Free text responses provided additional insight regarding payment considerations, institutional competition, recruitment/retention, recognition, and education issues. : Increasingly, medical schools are finding it necessary to provide funding for community preceptors in order to retain them. New creative forms of compensation to community preceptors may prove important in the future for this vital aspect of medical student education.
将医学生与社区导师配对已经为医学教育带来了独特的优势。然而，由于授予医学博士学位的医学院数量和医学院规模的增加，学术医疗机构在招募社区导师来教授学生方面遇到了困难。由于医疗机构和临床医生面临的压力不断增加，例如提高生产力的要求、电子健康记录文档数量的增加和监督以及来自 DO 和非美国医学院对社区导师的竞争，这一任务变得更加困难。尽管学术机构历史上主要依赖于利他主义动机和内在奖励来积极吸引和留住社区导师，但已经出现了替代模式，主要是那些明确为社区导师提供教学补偿的模式。
为了研究这一现象，临床教育联盟的代表开发并向其 8 个组成组织的集体成员分发了一份包含 31 个项目的调查，以及一组自由文本问题。调查问题探讨了社区导师是否得到间接或直接补偿，如果有补偿，是哪种类型的补偿。共分析了 188 份调查，估计回复率为 18.2%。
26%的受访者表示他们直接或间接补偿社区导师。受访者讨论了他们支付（或不支付）的动机、支付机制、支付意愿和预期接受者。在比较按地区划分的支付和不支付的回应时，没有发现统计学上的显著关联。自由文本的回应提供了有关支付考虑因素、机构竞争、招聘/保留、认可和教育问题的更多见解。
越来越多的医学院发现有必要为社区导师提供资金以留住他们。为社区导师提供新的创造性补偿形式，将来可能对医学生教育的这一重要方面非常重要。
