Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study

Jaime Jordan; Wendy C Coates; Samuel Clarke; Daniel P Runde; Emilie Fowlkes; Jacqueline Kurth; Lalena M Yarris

doi:10.5811/westjem.2016.10.32636

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Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study

Journal article

Open access

Peer reviewed

Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study

Jaime Jordan, Wendy C Coates, Samuel Clarke, Daniel P Runde, Emilie Fowlkes, Jacqueline Kurth and Lalena M Yarris

The western journal of emergency medicine, Vol.18(1), pp.163-168

01/2017

DOI: 10.5811/westjem.2016.10.32636

PMCID: PMC5226754

PMID: 28116031

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https://doi.org/10.5811/westjem.2016.10.32636View

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Abstract

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. 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. 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. 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.

Leadership

United States

Emergency Medicine - education

Faculty, Medical

Fellowships and Scholarships

Health Educators

Humans

Details

Title: Subtitle: Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study
Creators: Jaime Jordan - The Lundquist Institute
Wendy C Coates - University of California at Los Angeles
Samuel Clarke - University of California Davis Medical Center
Daniel P Runde - University of Iowa
Emilie Fowlkes - University of Iowa
Jacqueline Kurth - University of California, Los Angeles
Lalena M Yarris - Oregon Health & Science University
Resource Type: Journal article
Publication Details: The western journal of emergency medicine, Vol.18(1), pp.163-168
DOI: 10.5811/westjem.2016.10.32636
PMID: 28116031
PMCID: PMC5226754
NLM abbreviation: West J Emerg Med
ISSN: 1936-900X
eISSN: 1936-9018
Language: English
Date published: 01/2017
Academic Unit: Emergency Medicine
Record Identifier: 9984297357702771

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