Abstract
BackgroundAchieving an academic section’s educational mission and vision is difficult, particularly when individual faculty contributions may be self-directed and uncoordinated. Balanced scorecards have been used in other environments; however, a process for developing one focusing on the educational mission of an academic medical section has not previously been described. We aimed to develop and use an educational scorecard to help our academic clinical section achieve its educational mission and vision.MethodsSix medical educators participated in a task force that developed, implemented, and evaluated an educational scorecard that incorporates four domains of educational value and six stakeholder perspectives. A modified Delphi process using 14 experts built expert consensus on the most valuable metrics. The task force then developed performance targets for each metric.ResultsReview of the scorecard at the sectional level resulted in both sectional and individual strategies which lead to a more balanced educational impact, including service structure changes and increased mentorship. Our section has used the scorecard and metrics to evaluate performance since 2014.ConclusionAn educational scorecard is a feasible way for academic groups to communicate educational goals, engage faculty, and provide objective information with which to base strategic decisions affecting their educational mission.
Highlights
Achieving an academic section’s educational mission and vision is difficult, when individual faculty contributions may be self-directed and uncoordinated
We describe our experience with the development and implementation of an educational scorecard focused on educational objectives that includes metrics that track performance towards the goal of achieving our section’s shared educational vision
After one year of data collection (Academic Year 2014–2015), the scorecard was presented to all sectional members (n = 30)
Summary
Achieving an academic section’s educational mission and vision is difficult, when individual faculty contributions may be self-directed and uncoordinated. Demonstration of achievement is traditionally analyzed and rewarded at an individual level – through review of Relative Value Units (RVUs) generated, indirect costs awarded, publications submitted or teaching awards received This uncoordinated focus at the individual level can prevent achievement of broader departmental or sectional goals as faculty, responding to varied incentives, are pulled in multiple directions. In business, balanced scorecards are used as performance management tools to translate a mission and vision into specific objectives and metrics across multiple domains [1]. This allows for the monitoring of performance to ensure vision is achieved [2]. We describe our experience with the development and implementation of an educational scorecard focused on educational objectives that includes metrics that track performance towards the goal of achieving our section’s shared educational vision
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