“Ardor and diligence”: Quantifying the faculty effort needed in emergency medicine graduate medical education

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES AEM Education and Training Pub Date : 2024-10-22 DOI:10.1002/aet2.11035
John C. Burkhardt MD, PhD, Jaime Jordan MD, MAEd, James A. Cranford PhD, Fiona E. Gallahue MD, Keith E. Kocher MD, MPH, Tiffany Murano MD, Moshe Weizberg MD, MBA, Laura R. Hopson MD, MEd
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Abstract

Objectives

Regulatory requirements around protected faculty effort to support graduate medical education (GME) programs have changed. The amount of labor required to run a GME program is unknown. We sought to describe the work performed by program leadership and core faculty in emergency medicine (EM).

Methods

We performed a prospective survey study of core faculty in EM. Participants completed a demographic questionnaire followed by quarterly time surveys, covering activities in eight domains: evaluation, teaching and education, scholarly activity, service, interview/recruitment, clinical supervision, student responsibilities, and wellness and administration. We collected data from April 2022 to March 2023. We calculated descriptive statistics and used analyses of variance (ANOVA) to assess differences by faculty role and quarter.

Results

A total of 596 physicians completed the demographic questionnaire and 347 (58.2%) completed at least one quarterly time survey including 142 (41%) females, 48 (14%) program directors (PDs), 84 (24%) assistant/associate program directors (APDs), and 215 (62%) general core faculty (GCF). The mean number of hours per week spent on nonclinical education work was 60 h for PDs, 47 h for APDs, and 44 h for GCF. ANOVA found significant differences in mean hours per week and faculty role in domains of evaluation (p < 0.001), service (p = 0.007), and interview/recruitment (p < 0.001). We detected differences in mean hours per week and quarter in domains of evaluation (p < 0.001), teaching and education (p < 0.001), interview and recruitment (p < 0.001), and clinical supervision (p < 0.001).

Conclusions

Running a residency program requires many hours of faculty work, which can vary based on faculty role and time of year. These results can inform decisions regarding faculty support.

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"热心和勤奋":量化急诊医学研究生医学教育中所需的师资力量。
目的:有关支持研究生医学教育(GME)项目的受保护教师工作的法规要求已经发生了变化。运行一个 GME 项目所需的工作量尚不清楚。我们试图描述急诊医学(EM)项目领导和核心教师的工作:我们对急诊医学专业的核心教师进行了一项前瞻性调查研究。参与者填写了一份人口统计学调查问卷,随后每季度进行一次时间调查,调查内容包括八个方面的活动:评估、教学和教育、学术活动、服务、面试/招聘、临床监督、学生责任以及健康和管理。我们收集了 2022 年 4 月至 2023 年 3 月期间的数据。我们计算了描述性统计数字,并使用方差分析(ANOVA)来评估不同教师角色和不同季度的差异:共有 596 名医生完成了人口统计学问卷调查,其中 347 人(58.2%)至少完成了一次季度时间调查,包括 142 名女性(41%)、48 名项目主任(14%)、84 名助理/副项目主任(24%)和 215 名普通核心教员(62%)。项目主任每周用于非临床教育工作的平均时间为 60 小时,助理项目主任为 47 小时,普通骨干教师为 44 小时。方差分析发现,在评估(P P = 0.007)和面试/招聘(P P P P P 结论)领域,每周平均时数与教员角色存在显著差异:运行住院医师培训项目需要教师投入大量的工作时间,这些工作时间会因教师的角色和每年的时间而有所不同。这些结果可以为教师支持决策提供参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
AEM Education and Training
AEM Education and Training Nursing-Emergency Nursing
CiteScore
2.60
自引率
22.20%
发文量
89
期刊最新文献
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