Rewards for teaching excellence: practice in South African medical schools.
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.
Olmesdahl
P J
PJ
Department of Physiology, Medical School, University of Natal, Durban, South Africa.
D001290:Attitude; D004501:Education, Medical / Q000191:economics / Q000592:standards*; D010560:Personnel Selection; D012456:Salaries and Fringe Benefits; D012577:Schools, Medical; D013019:South Africa; D013663:Teaching / Q000191:economics / Q000592:standards*