Council on Medical Student Education in Pediatrics


Search This Site

Journal Club

How to Successfully Recruit Ambulatory Faculty?  Pay Them!
Recruiting Primary Care Physicians to Teach Medical Students in the Ambulatory Setting:  A Model of Protected Time, Allocated Money, and Faculty Development.  Denton GD et al.  Academic  Medicine, 2015; 90: 1532-5

Reviewed by Lolita (Maria) Alkureishi

What was the study question?

Medical schools face barriers in recruiting community physicians for a variety of reasons.  This study described an innovative model for recruiting primary care physicians to teach students in their clinics.

How was the study done?

The Ochsner Health System in Louisiana, in partnership with the University of Queensland School of Medicine in Brisbane, Australia, implemented a three-pronged approach to support faculty teaching which included protected teaching time (two 20-minute appointment slots per half-day), reimbursement for teaching via educational value unit (EVU) tracking (approximately $105 per half-day clinic session with a student), and a faculty development program (workshops, newsletter, site visits, teaching awards).

What were the results?

EVU tracking in the general practice clerkship for primary care faculty members teaching third year students was started, and resulted in the transfer of $121,573 in student tuition money to the primary care department the following year to fund teaching time by primary care faculty (i.e., blocking of slots).  No faculty member experienced a salary decrease or increase as a result of teaching activities.  $205,632 in tuition money is scheduled to be transferred in the third year of operation.  Faculty development programs are well attended, and the general practice clerkship has been the top-rated third-year clerkship with high student satisfaction ratings.

What are the implications?

Finding primary care outpatient faculty to teach students is often a barrier due to a variety of constraints, most notably time and patient productivity demands.  This institution’s ability to cover and fund teaching time through EVU tracking is an interesting one.  However, it requires organizational commitment to ensure faculty do not lose income nor have additional patient care requirements put on them because of teaching.

Editor’s Note:  Of note, the faculty development program was not reimbursed directly and yet was well attended.  It would be interesting to see how much the commitment to faculty development related to feeling valued (literally!) by the institution  (JG).

Return to Journal Club