A model for distributing teaching funds to faculty.
Teaching at medical schools has been supported principally through research and clinical income, but these resources have become more scarce, faculty have begun to look elsewhere for support of student teaching. Yale University School of Medicine has developed a model for distributing a portion of general revenue funds to departments based entirely on their faculty members' commitment to the teaching of undergraduate medical students. This model combines both a qualitative measure (effectiveness) and a quantitative measure (effort) to assess the commitments of faculty to teaching. Initial response has been primarily positive. Both faculty members and chairs have acknowledged that faculty should receive financial support for major teaching responsibilities. Although the amount of funding may not be proportional to the actual effort of faculty members, by apportioning tuition dollars for teaching Yale hopes to send a powerful message about its commitment to its teaching faculty and to its medical students.
Johnston
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MA
Office of Education, Yale University School of Medicine, New Haven, Connecticut, USA.
Gifford
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RH
D002017:Budgets; D002202:Capital Financing; D003237:Connecticut; D004504:Education, Medical, Undergraduate / Q000191:economics; D004526:Efficiency; D005180:Faculty, Medical; D006801:Humans; D012577:Schools, Medical / Q000191:economics / Q000458:organization & administration; D013663:Teaching / Q000191:economics*; D014146:Training Support