Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health
Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study
- Author(s): Jordan, Jaime
- Coates, Wendy C
- Clarke, Samuel
- Runde, Daniel
- Fowlkes, Emilie
- Kurth, Jacqueline
- Yarris, Lalena
- et al.
Published Web Locationhttps://doi.org/10.5811/westjem.2016.10.32636
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 emergency medicine educator.
Methods: Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free response type items. Descriptive statistics were calculated and reported.
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.