Rewards and incentives for nonsalaried clinical faculty who teach medical students

Kumar, Ashir; Loomba, Dave; Rahangdale, Rohit Y.; Kallen, David J.

doi:10.1046/j.1525-1497.1999.00341.x

Cited by 29 publications

(18 citation statements)

References 20 publications

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“…Due to this potential impact on a physician's practice, rewards, awards and incentives (both monetary and non-monetary) have been offered to community preceptors who teach students in their offices (Langlois, 1995;Kumar et al, 1999;Baldor et al, 2001). Few studies have examined the reasons preceptors give for taking students into their office beyond rewards and of those that have (Usatine et al, 1995;Fulkerson & Wang-Cheng, 1997); none have compared the differences between those that do teach students and those that do not in a contemporaneous manner.…”

Section: Compensationmentioning

confidence: 99%

Why community physicians teach students (or not): barriers and opportunities for preceptor recruitment

Scott

Sazegar

2006

Medical Teacher

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The recent trend towards ambulatory teaching can pose challenges in terms of recruitment of ambulatory teachers. In order to improve recruitment efforts, we examined the reasons that community preceptors who teach and those who do not teach give for teaching or not teaching students in their offices. Physicians who teach students in their offices report they do so for the enjoyment and for the opportunity to provide teaching to these students. Physicians who do not teach in their offices report constraints of their practice situation, having other non-teaching challenges and being unaware of the teaching possibilities as barriers to teaching. Community preceptors were more likely to be alumni (medical school or postgraduate training) than those who were not preceptors. This study provides insight into the motivators and barriers for ambulatory teachers and has implications for recruiting and rewarding community preceptors.

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Section: Compensationmentioning

confidence: 99%

Why community physicians teach students (or not): barriers and opportunities for preceptor recruitment

Scott

Sazegar

2006

Medical Teacher

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“…47 Over 90% of these faculty members were offered academic appointments. Common incentives included educational opportunities, special recognition events, and appreciation letters, among others.…”

Section: Faculty Development Programsmentioning

confidence: 99%

A Critical Appraisal of and Recommendations for Faculty Development

Guglielmo

Edwards

Franks³

et al. 2011

American Journal of Pharmaceutical Education

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The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes.The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure-and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion.

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“…While the benefits of precepting to preceptors 5,16,17 and to practice sites 5,[16][17][18][19] have been well documented, the issue of quality precepting continues to be of paramount importance and discussion in pharmacy and other areas of health care training. Experiential office faculty and staff members are striving to meet quality assurance standards as well as preceptor development needs.…”

Section: Introductionmentioning

confidence: 99%

Report of the 2011-2012 AACP Professional Affairs Committee: Addressing the Teaching Excellence of Volunteer Pharmacy Preceptors

Harris

Butler

Cardello

et al. 2012

American Journal of Pharmaceutical Education

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Rewards and incentives for nonsalaried clinical faculty who teach medical students

Cited by 29 publications

References 20 publications

Why community physicians teach students (or not): barriers and opportunities for preceptor recruitment

Why community physicians teach students (or not): barriers and opportunities for preceptor recruitment

A Critical Appraisal of and Recommendations for Faculty Development

Report of the 2011-2012 AACP Professional Affairs Committee: Addressing the Teaching Excellence of Volunteer Pharmacy Preceptors

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