Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

• Published in: Medical education Vol. 55; no. 5; pp. 604 - 613
• Main Authors: Federico Martinez, Guadalupe, Giblin, Casey R., Willis, Brigham C.
• Format: Journal Article
• Language: English
• Published: England Wiley Subscription Services, Inc 01-05-2021; John Wiley and Sons Inc
• Subjects: Medical education; Perceptions; Teaching Incentives
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1111/medu.14418

Purpose
This exploratory study examines affiliate physician‐faculty perceptions and attitudes regarding a teaching incentive programme at a free‐standing children's hospital in the United States. We describe the compensation model and present faculty interpretations of its influence on the institutional culture.
Methods
A case study methodology was applied to understand the sociological aspects of academic productivity interventions. In‐depth interviews, direct observation of leadership meetings, teaching activity logs, organisational theoretical lens and survey results were used for methodological triangulation. Data from these multiple sources were coded and discussed between investigators iteratively to identify core themes.
Results
Of the faculty eligible for the incentive, 32 engaged in in‐depth interviews (N = 32/107; 30%) and 88 (interviewees included) in the survey (N = 88/107; 82%). Findings suggest that while the implementation made some strides in mitigating barriers for some, for others gaps were identified that suggest further exploration within this domain of study is warranted. The incentive implementation was perceived as strategic, intending to encourage the academic culture of the hospital, though participants commonly expressed confusion about the rationale behind the omission of teaching allocations in formal contracts. However, high satisfaction levels for the programme as a conduit to change were evident. There was a perception of a shift in the collective faculty morale that reflected an evolving institutional culture that increased enthusiasm for teaching. Finally, faculty noted their perception that institutions that employ teaching incentives could positively influence faculty recruitment.
Conclusion
We found a modest incentive‐based reward for teaching activity was successful in informing the perceptions of faculty regarding their institution's academic prestige goals and teaching recognition. Such programmes, while requiring a small investment of time and resources by institutional leadership, can convey that the educational mission remains a priority in this era of increasing clinical and administrative pressure and an institutional culture that may positively influence faculty morale and dedication to teaching.
The authors illustrate how rewards for teaching activities send a message, building morale by conveying that the educational mission remains a priority in this era of increasing clinical and administrative pressure.