Cornes Susannah, Chang LeeAnn, Collins Sally, Richie Megan, Foster-Barber Audrey, Josephson S Andrew, Poncelet Ann
Department of Neurology, University of California, San Francisco.
Allegheny Health Network, Pittsburgh, PA; and.
Neurol Educ. 2024 Dec 30;4(1):e200182. doi: 10.1212/NE9.0000000000200182. eCollection 2025 Mar.
Pressures on academic physician educators to generate clinical revenue or research grants may threaten faculty engagement as teachers. Neurology has historically prized its outstanding educators, but programs that provide financial support for teaching are lacking. We developed an opt-in, financial, teaching incentive program in an academic neurology department and evaluated its impact on faculty experience, motivation, and identity.
We applied a change management framework and conducted a National and local needs assessment before designing an education value unit (EVU) system using time-based metrics and rates reflecting impact on clinical revenue. Activities essential for graduation of students and residents that reduced clinical revenue generation were included. Faculty self-reported teaching through an online platform and received an incentive payment at the end of each year. Following a 6-month pilot, faculty participated in a 3-year implementation phase followed by an evaluation through faculty survey and semistructured interviews.
In the first 3 years of the program, 42, 56, and 54 faculty enrolled, representing 28% of faculty by year 3. Faculty reported an average of 1,488 hours of teaching annually, drew from 13 divisions, and included all ranks (51% assistant, 29% associate, and 20% full). Fifty-five percent of participating faculty (N = 30) completed a survey to evaluate the incentive program. The majority agreed or somewhat agreed that the program had met its goals (80%-92%), reduced barriers to teaching (56%), and the department highly valued teaching (93%). Semistructured interviews with 11 participating faculty identified 5 themes regarding the impact of the program on faculty experience, including (1) supporting the choice of faculty to teach even when time is scarce, (2) making teaching visible to oneself and others, (3) directing faculty toward eligible teaching opportunities, (4) communicating the department's commitment to education, and (5) reinforcing educator identity and sense of belonging.
The development of a teaching incentive program at an academic neurology center is feasible with benefits extending beyond the incentive payment itself. Although EVU programs are not without limitations, faculty experienced the program as reflective of the department valuing its educators, which reinforced their educator identity and engagement in teaching.
学术型内科医生教育工作者面临着创造临床收入或获取研究经费的压力，这可能会威胁到他们作为教师的参与度。神经病学一直以来都以其杰出的教育工作者而自豪，但缺乏为教学提供资金支持的项目。我们在一个学术性神经科部门制定了一个自愿参与的财务教学激励计划，并评估了其对教师体验、积极性和身份认同的影响。
我们应用了一个变革管理框架，在设计一个教育价值单位（EVU）系统之前进行了全国性和地方性的需求评估，该系统使用基于时间的指标和反映对临床收入影响的费率。纳入了对学生和住院医师毕业至关重要但会减少临床收入产生的活动。教师通过在线平台自我报告教学情况，并在每年年底获得激励报酬。经过6个月的试点后，教师参与了一个为期3年的实施阶段，随后通过教师调查和半结构化访谈进行评估。
在该计划的前3年，分别有42名、56名和54名教师报名参加，到第3年占教师总数的28%。教师每年平均报告1488小时的教学时间，来自13个科室，涵盖所有职级（51%为助理教授，29%为副教授，20%为正教授）。55%的参与教师（N = 30）完成了一项评估激励计划的调查。大多数人同意或 somewhat 同意该计划实现了其目标（80%-92%），减少了教学障碍（56%），且该部门高度重视教学（93%）。对11名参与教师的半结构化访谈确定了关于该计划对教师体验影响的5个主题，包括（1）即使时间紧张也支持教师选择教学，（2）让自己和他人看到教学，（3）引导教师关注符合条件的教学机会，（4）传达部门对教育的承诺，以及（5）强化教育者身份和归属感。
在一个学术性神经科中心制定教学激励计划是可行的，其益处超出了激励报酬本身。虽然EVU计划并非没有局限性，但教师们认为该计划反映了部门对教育工作者的重视，这强化了他们的教育者身份和教学参与度。
