Rewards for teaching excellence: practice in South African medical schools

Abstract

Excellence in teaching through recruitment of good teachers, rewarding good teaching and the creation of staff development programmes are priorities in the mission statement of most universities. Often, reality belies intention. At many universities serious attempts to ensure maximum teacher effectiveness, overt recognition of teaching excellence, and specific development funding are lacking. This study examines the extrinsic (i.e. financial) reward systems which operate at the eight medical schools attached to South African universities and reports on the current situation. Replies indicated that a reward system of some type operates within the university at seven South African universities which have faculties of medicine and embraces all faculties. One university rewards medical school teachers specifically but, at another, no reward system exists at all. The monetary value of rewards varies greatly. Significant criticism of all systems was the inability to meet their design aims. There was criticism of the criteria, such as they are and where they exist, used to identify teaching excellence and to reward recipients. All replies indicated support for an impartial and equitable system of reward for effectiveness and excellence in teaching.

Professors' Perceived Barriers and Incentives for Teaching Improvement

“…It has been asserted that the best way to motivate professors to improve their teaching is by creating an equitable system of rewards for excellence and effectiveness in teaching (Gibbs, 1995;Olmesdahl, 1997;Young, 2006). Empirical studies have also affirmed the positive impact of teaching awards on enhancing the quality of teaching and recognition of teaching in higher education institutions (Brawer, Steinert, St-Cyr, Watters, & Wood-Dauphinee, 2006; Sorcinelli, & Davis, 1996).…”

“…Universities should stop creating any incentives or rewards that link hiring and promotion to research and undervalue teaching (Tagg, 2012) if they expect to see change in the quality of teaching. Similarly, Olmesdahl (1997) acknowledges the importance of equitable system of rewards for excellence and effectiveness in teaching. Other studies have revealed a positive impact and the significance of teaching awards on enhancing the quality of teaching and recognition of teaching in higher education institutions (Brawer et al, 2006;Sorcinelli & Davis, 1996).…”

Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

“…Since new pedagogies such as PBL require a realignment of the roles of students and staff, traditionalists may resist the change as it threatens their authority and status. There is consensus that in preparing faculty for PBL, considerable time and energy need to be devoted to training staff for their new roles as educators and facilitators (Olmesdahl 1997;Mennin & Krackov 1998;Harden 1999;Bernier et al 2000;Bland et al 2000;Murray & SavinBaden 2000;Farmer 2004). Even experienced facilitators have identified a need for continuous support and training (Tremblay et al 2001).…”

A system of recognition for excellence in medical teaching

“…The problem of how to provide incentive for teaching of m edical students has been recognized for m any years (Krause, 1977;de Saintonge, 1993;Finucane et al, 1994;Finucane & Rolfe, 1996;Gerrity et al, 1997), and schemes such as ® nancial inducement or local recognition awards have been introduced with some success (Joyce, 1975;Greer, 1990;Gastel, 1991;Posluns et al, 1990;Olmesdahl, 1997), but have never become widely adopted.…”