PubMed · 6736532
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E G Shore. Making a difference in academia.. https://pubmed.ncbi.nlm.nih.gov/6736532/
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The need for information about medical schools' efforts to allow faculty who wish to remain fully academic but work less than full time has been growing steadily. Building on the AAMC's 1993-94 survey of faculty appointment and tenure policies, in 1994 the authors surveyed 102 U.S. and Canadian medical schools that had answered yes to the question, "Does the medical school provide for faculty who choose to work less than full-time but whose full professional effort is directed towards the institution?" Seventy-one U.S. and Canadian medical schools reported provisions for "full professional effort" (FPE) faculty, and 32 of these had developed specific procedures for such faculty. Other nomenclatures in use for FPE faculty include "limited full-time," "full status/partial load," and "reduced period of responsibility." Almost half of the 71 survey respondents reported that FPE faculty could be appointed to, or remain on, a tenure track; more than half of these schools said that they lengthened the probationary period on a prorated basis. Women, much more frequently than men, had chosen the FPE option, especially women clinical faculty. While FPE faculty face more challenges than full-time faculty in accomplishing the tasks necessary for promotion in academic medicine, well-structured FPE options can benefit not only individual faculty members and their families but also the institution, which retains the commitment of valued faculty members seeking flexibility.
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OBJECTIVE: To determine the pedagogic characteristics of a clinical conference for senior pediatric residents and selected faculty. PARTICIPANTS AND SETTING: Nineteen senior pediatric residents and 14 selected faculty members participated in a daily clinical conference at Children's Hospital, Boston, Mass. DESIGN: Qualitative research design using videotapes of nine consecutive hour-long sessions to generate pedagogic topics to be investigated using a questionnaire administered to participating residents and faculty. Narrative responses were analyzed to find pedagogic themes. RESULTS: Analysis of videotapes generated the following three topics: What facilitated learning? What was learned? What makes the process of teaching and learning effective? In the questionnaire residents indicated that learning was facilitated by resident-faculty interactions (19/19), faculty participation (19/19), and information resources (12/19). Content learned included information (16/19), approach to diagnosis (11/19), management strategies (14/19), and different perspective (14/19). An effective process of teaching and learning was attributed to case-based resident initiated discussion (19/19), facilitation by the chief resident (16/19), and non-competitive discussions in which expert faculty played a nondominant role (19/19). Faculty identified identical factors relating to all three themes. The mean rating of the conference was 4.5/5 (SD, +/- 0.50) and 4.7/5 (SD, +/- 0.45) by residents and faculty, respectively (Likert scale, 1 to 5). CONCLUSIONS: The pedagogic effectiveness of this conference was attributed to a resident-centered, case-based learning format and a discussion process characterized by noncompetitive interactions among faculty and residents, strong group facilitation by the chief resident, and participation of faculty experts in a nondominant role.