Identifying Solutions to Ambulatory Faculty Recruitment, Retention, and Remuneration in Graduate Medical Education: An AAIM Position Paper

Under pressure: Supporting academic faculty in demanding times

Medical education has long relied upon the inherent rewards of teaching to secure necessary educators. In an era of increasing emphasis upon clinical productivity, the expectation of faculty engagement in medical education has been upended. In addition, the demands and stressors of modern medical education has contributed to the perceived cost of teaching by faculty. This article describes the factors that have coalesced to change the environment in which medical education has long succeeded and provides strategies that can be employed to help mitigate these forces, increase perceived value in teaching, and better support the academic faculty upon which medical education depends.

Providing 0.1 Full-Time Equivalent (FTE) Support to Fellowship Core Faculty Improves Faculty Involvement in Fellowship Education and Recruitment

In 2022, the American Council for Graduate Medical Education (ACGME) recommended that core faculty (CF) in medical subspecialty fellowships receive at least 0.1 full-time equivalent (FTE) salary support, with plans to enforce compliance in July 2023. After early feedback raised concerns about potential unintended consequences, ACGME deferred enforcement to July 2024. Hence, there is an urgent need to understand the ramifications of providing FTE support for CF. In 2020, the Yale hematology and medical oncology (HO) fellowship program began providing 0.1 FTE support to all CF. Perceptions regarding this were assessed via surveys distributed to all CF in 2021 and 2022 and to all HO fellows in 2021. The vast majority (83.3%) of CF survey respondents reported improved job satisfaction and an increased sense of involvement in the fellowship program as a result of the new 0.1 FTE-supported CF program. Most CF increased attendance at fellowship conferences, devoted more time to mentorship, and increased participation in recruitment. In free text comments, CF respondents described that providing 0.1 FTE support made them "feel rewarded," gave them "a sense of commitment" to the fellowship, and helped "offset clinical requirements." HO fellows reported "a positive impact" of the new program with faculty being "more present at lectures." The median number of times faculty were available to interview fellowship applicants rose markedly after introduction of the program. The FTE-supported CF program was viewed enthusiastically by fellows and faculty, resulting in increased CF involvement in fellowship education and recruitment.

Outpatient education, a momentous in clinical education: a qualitative study of medical students', faculty members', and residents' perspectives

BACKGROUND

Even though a lot of scholars have been looking at outpatient education lately because it has become more popular and they want to know about its successes, failures, and problems, we have not been able to find a complete study. Therefore, our study aims to gain a deeper understanding of the various aspects of outpatient education based on the actual experiences of medical students, faculty, and residents.

METHODS

Face-to-face and semi-structured interviews were used to collect data for this qualitative study. Until data saturation was reached, the interviews continued. A total of 21 participants from Shiraz University of Medical Sciences, including medical students, residents, and teachers, were enrolled. The Guba and Lincoln-first written standards for scientific accuracy in qualitative research were used to figure out how reliable the data were.

RESULTS

Fourteen categories were extracted from four main themes. The results show that four categories: "physical space and equipment," "prerequisites related to the curriculum," "teaching skills development," and "near-peer teachers" should be considered for outpatient education preparation. Theme 2, "implementation requirements," included "student dimension," "faculty's commitment to planning," and "program supervision." Theme 3, "challenges of outpatient education," was described by five related categories, including "curriculum implementation challenges," "student challenges," "faculty challenges," "system-related challenges," and "patient-related challenges." Finally, two categories emerged about facilitators of outpatient education: internal and external facilitators.

CONCLUSION

Outpatient clinics represent a crucial aspect of medical practice. To effectively leverage this resource, preliminary planning, considering all the prerequisites, paying attention to the implementation requirements, getting to know the challenges, and trying to solve them, especially with incentives, are essential.

Men in Nursing Academia: Factors Associated With Recruitment and Retention

BACKGROUND

Currently, there is a shortage of males holding faculty positions in schools of nursing. Minimal research has been conducted to address the shortage of male faculty.

PURPOSE

The purpose of this study was to identify factors related to recruitment and retention of men in the faculty role.

METHODS

In this multisite descriptive design, 242 male faculty completed the electronic Nurse Educator Recruitment and Retention Survey.

RESULTS

Top strategies regarding attraction to the role were opportunity to work with students and to help shape the nursing profession, and nurse faculty role modeling. Top recruitment strategies were increased salaries, employee benefits, having discussions with students, and flexibility in working hours. Retention strategies reported were a positive work environment and support from administration.

CONCLUSION

The factors identified from this study are essential for the recruitment and retention of men in faculty roles.