Recruiting and rewarding faculty for medical student teaching

Linda F. Pessar, Ruth E. Levine, Carol A. Bernstein, Deborah S. Cabaniss, Leah J. Dickstein, Sarah V. Graff, Deborah J. Hales, Carol Nadelson, Carolyn B. Robinowitz, Stephen C. Scheiber, Paul M. Jones, Edward K. Silberman

    Research output: Contribution to journalArticlepeer-review

    12 Scopus citations


    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.

    Original languageEnglish (US)
    Pages (from-to)126-129
    Number of pages4
    JournalAcademic Psychiatry
    Issue number2
    StatePublished - 2006

    ASJC Scopus subject areas

    • Education
    • Psychiatry and Mental health


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