TY - JOUR
T1 - Recruiting and rewarding faculty for medical student teaching
AU - Pessar, Linda F.
AU - Levine, Ruth E.
AU - Bernstein, Carol A.
AU - Cabaniss, Deborah S.
AU - Dickstein, Leah J.
AU - Graff, Sarah V.
AU - Hales, Deborah J.
AU - Nadelson, Carol
AU - Robinowitz, Carolyn B.
AU - Scheiber, Stephen C.
AU - Jones, Paul M.
AU - Silberman, Edward K.
PY - 2006
Y1 - 2006
N2 - Objective: Finding time to teach psychiatry has become increasingly difficult. Concurrently, changes in medical student education are elevating demands for teaching. Academic psychiatry is challenged by these pressures to find innovative ways to recruit, retain, and reward faculty for teaching efforts. To address this challenge, the authors recommend a multifactorial approach to meeting the medical student educational mission of psychiatry departments. Methods: This approach includes a variety of efforts including having Chairs serve as role models, enforcing the service requirements of volunteer faculty, expanding teaching venues, providing faculty development, elevating the status of teaching through academies, attending to promotion of faculty educators, establishing and nominating faculty for teaching awards, and using medical center resources to provide rewards for teachers. Conclusion: Academic leaders must acknowledge the inherent value of teaching to the academic enterprise and delegate sufficient resources to recruit, retain, and reward educators for the essential work that they perform.
AB - Objective: Finding time to teach psychiatry has become increasingly difficult. Concurrently, changes in medical student education are elevating demands for teaching. Academic psychiatry is challenged by these pressures to find innovative ways to recruit, retain, and reward faculty for teaching efforts. To address this challenge, the authors recommend a multifactorial approach to meeting the medical student educational mission of psychiatry departments. Methods: This approach includes a variety of efforts including having Chairs serve as role models, enforcing the service requirements of volunteer faculty, expanding teaching venues, providing faculty development, elevating the status of teaching through academies, attending to promotion of faculty educators, establishing and nominating faculty for teaching awards, and using medical center resources to provide rewards for teachers. Conclusion: Academic leaders must acknowledge the inherent value of teaching to the academic enterprise and delegate sufficient resources to recruit, retain, and reward educators for the essential work that they perform.
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U2 - 10.1176/appi.ap.30.2.126
DO - 10.1176/appi.ap.30.2.126
M3 - Article
C2 - 16609118
AN - SCOPUS:33749001224
SN - 1042-9670
VL - 30
SP - 126
EP - 129
JO - Academic Psychiatry
JF - Academic Psychiatry
IS - 2
ER -