Abstract
IntroductionRecent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator.MethodsProgram leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics.Results112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53–17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87–7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13–2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise.ConclusionEducation faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.
Highlights
Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner
Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.877.98], including: Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13)
Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles
Summary
Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Education research is an important component of the advancement of any medical discipline, and recent publications have outlined a need for initiatives to improve the quality of education studies and support educators who wish to approach educational challenges, questions, and theory in a scholarly manner.[1,2,3,4,5,6,7,8,9] Medical educators have reported being limited by the following: 1) time to develop and maintain research skills and engage in all phases of the research process; 2) funding to support time and provide research resources; 3) access to expertise for study design and statistical analyses; 4) access to mentors, both within and outside of emergency medicine (EM); and 5) a sense that education research does not result in extrinsic or intrinsic reward in our current educator paradigm.[10,11,12] there is a gap in our knowledge of how EM educators perceive these barriers, and what solutions would be most helpful to them in achieving their education research goals. The purpose of this study was to illuminate the current workforce model for the academic EM educator
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