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West J Emerg Med. 2017 Jan;18(1):163-168. doi: 10.5811/westjem.2016.10.32636. Epub 2016 Dec 5.

Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study.

Author information

1
Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California; David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California; Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California.
2
University of California Davis Medical Center, Department of Emergency Medicine, Sacramento, California.
3
University of Iowa Hospitals and Clinics, Department of Emergency Medicine, Iowa City, Iowa.
4
University of California Los Angeles, Department of Emergency Medicine, Los Angeles, CA.
5
Oregon Health and Sciences University Medical Center, Department of Emergency Medicine, Portland, Oregon.

Abstract

INTRODUCTION:

Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator.

METHODS:

Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics.

RESULTS:

112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53-17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87-7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13-2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise.

CONCLUSION:

Education faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.

PMID:
28116031
PMCID:
PMC5226754
DOI:
10.5811/westjem.2016.10.32636
[Indexed for MEDLINE]
Free PMC Article

Conflict of interest statement

By the WestJEM article submission agreement, all authors are required to disclose all affiliations, funding sources and financial or management relationships that could be perceived as potential sources of bias. The authors disclosed none.

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