SHM Converge Scientific Abstract ePoster Gallery-Teaching Time in Short Supply - Preferred Strategies for Allocating Traditional Teaching Duties Among Academic Hospitalists Across Six Institutions

Teaching Time in Short Supply - Preferred Strategies for Allocating Traditional Teaching Duties Among Academic Hospitalists Across Six Institutions

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This cross-sectional survey studied 156 academic hospitalists across six U.S. medical centers to learn how they think limited “traditional teaching time” should be allocated as clinical demands grow. Respondents had a mean of 8.9 years of post-residency experience and worked an average of 22.2 clinical weeks per year.<br /><br />Overall, hospitalists preferred merit-based approaches to distributing teaching service. The most favored model was a professional development merit-based system, where more teaching time goes to faculty who engage in activities that improve teaching skills, such as education CME, small-group teaching, and peer feedback/shadowing (81%). An external recognition merit-based model was also popular, rewarding faculty recognized as strong teachers through evaluations, awards, or educational leadership roles (64%). Less support was shown for equal distribution among all faculty (24%), seniority-based assignment (30%), split teacher/non-teacher groups (40%), or compensation-adjusted models (20%).<br /><br />When asked what best defines merit in education, respondents most often valued:<br />- participation in professional development to improve teaching (70%)<br />- high learner evaluations (69%)<br />- involvement in teaching beyond clinical service (61%)<br /><br />Less important were:<br />- medical education publications (67% rated as least important)<br />- timely completion of learner evaluations (43%)<br />- curricular development evidence (35%)<br /><br />Free-text comments suggested concern that some common metrics, especially learner evaluations and awards, may be biased or influenced by popularity and may disadvantage underrepresented faculty. Overall, academic hospitalists favored merit-based allocation of teaching time, but preferred criteria that reflect actual commitment to teaching improvement rather than scholarly output or formal recognition alone.

Asset Subtitle

Catherine Callister

Meta Tag

Author List Angela Keniston, Catherine Callister, Daniel McFarlane, Daniel N. Ricotta, Julia Caton, Lauren McBeth, Marisha Burden, Michelle Brooks, Sarah E. Mann, Shannon K. Martin

Category Research

Concept Academic Hospitalist

Concept Teaching Duty

Concept Merit-Based Allocation

Concept Educational Merit

Concept Allocation Model

Distinguished Non-Finalist

Presenter Organization University of Colorado School of Medicine

Presenting Author Catherine Callister

Track Education

Keywords

academic hospitalists

teaching time allocation

merit-based distribution

professional development

medical education

learner evaluations

teaching skills

faculty recognition

cross-sectional survey

clinical demands

Academic Hospitalist

Teaching Duty

Merit-Based Allocation

Educational Merit

Allocation Model