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Recruiting and Rewarding Faculty for Medical Student Teaching

Received May 31, 2004; revised August 7, 2005; accepted September 23, 2005. Drs. Pessar, Levine, Bernstein, Cabaniss, Dickstein, Graff, Hales, Nadelson, Robinowitz, Scheiber, Jones, and Silberman are all affiliated with the Group for the Advancement of Psychiatry Education Committee. Dr. Pessar is affiliated with Erie County Medical Center, Department of Psychiatry, Buffalo, New York. Dr. Levine is affiliated with the University of Texas Medical Branch, Galveston, Texas. Drs. Bernstein and Jones are affiliated with New York University School of Medicine, New York, New York. Dr. Cabaniss is affiliated with Columbia University College of Physicians and Surgeons, New York, New York. Dr. Dickstein is Emeritus Faculty at the University of Louisville School of Medicine, Louisville, Kentucky. Dr. Hales is Director, Division of Education and Career Development, American Psychiatric Association, Arlington, Virginia. Dr. Nadelson is affiliated with Harvard University School of Medicine, Boston, Massachusetts. Dr. Robinowitz is Clinical Professor of Psychiatry and Behavioral Science at George Washington University School of Medicine, Washington, DC and Clinical Professor of Psychiatry at Georgetown University School of Medicine, Washington, DC. Dr. Scheiber is affiliated with the American Board of Psychiatry and Neurology. Dr. Silberman is affiliated with Tufts University School of Medicine, Boston, Massachusetts. Address correspondence to Dr. Pessar, Erie County Medical Center, Department of Psychiatry, 462 Grider Street, Buffalo, New York; lfp{at}buffalo.edu (E-mail). Copyright © 2006 Academic Psychiatry.

OBJECTIVE: Finding time to teach psychiatry has become increasingly difficult. Concurrently, changes in medical student education are elevating demands for teaching. Academic psychiatry is challenged by these pressures to find innovative ways to recruit, retain, and reward faculty for teaching efforts. To address this challenge, the authors recommend a multifactorial approach to meeting the medical student educational mission of psychiatry departments. METHODS: This approach includes a variety of efforts including having Chairs serve as role models, enforcing the service requirements of volunteer faculty, expanding teaching venues, providing faculty development, elevating the status of teaching through academies, attending to promotion of faculty educators, establishing and nominating faculty for teaching awards, and using medical center resources to provide rewards for teachers. CONCLUSION: Academic leaders must acknowledge the inherent value of teaching to the academic enterprise and delegate sufficient resources to recruit, retain, and reward educators for the essential work that they perform.

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