TY - JOUR
T1 - Current state of educational compensation in academic neurology
T2 - Results of a US national survey
AU - Weber, Daniel
AU - Sarva, Harini
AU - Weaver, Joshua
AU - Wang, Fei
AU - Chou, Jingyuan
AU - Cornes, Susannah
AU - Nickels, Katherine
AU - Safdieh, Joseph E.
AU - Poncelet, Ann
AU - Stern, Barney J.
N1 - Publisher Copyright:
© American Academy of Neurology.
PY - 2019/7/2
Y1 - 2019/7/2
N2 - In the current medical climate, medical education is at risk of being de-emphasized, leading to less financial support and compensation for faculty. A rise in compensation plans that reward clinical or research productivity fails to incentivize and threatens to Erode the educational missions of our academic institutions. Aligning compensation with the all-encompassing mission of academic centers can lead to increased faculty well-being, clinical productivity, and scholarship. An anonymous survey developed by members of the A.B. Baker Section on Neurologic Education was sent to the 133 chairs of neurology to assess the type of compensation faculty receive for teaching efforts. Seventy responses were received, with 59 being from chairs. Key results include the following: 36% of departments offered direct compensation; 36% did not; residency program directors received the most salary support at 36.5% full-time equivalent; and administrative roles had greatest weight in determining academic compensation. We believe a more effective, transparent system of recording and rewarding faculty for their educational efforts would encourage faculty to teach, streamline promotions for clinical educators, and strengthen undergraduate and graduate education in neurology.
AB - In the current medical climate, medical education is at risk of being de-emphasized, leading to less financial support and compensation for faculty. A rise in compensation plans that reward clinical or research productivity fails to incentivize and threatens to Erode the educational missions of our academic institutions. Aligning compensation with the all-encompassing mission of academic centers can lead to increased faculty well-being, clinical productivity, and scholarship. An anonymous survey developed by members of the A.B. Baker Section on Neurologic Education was sent to the 133 chairs of neurology to assess the type of compensation faculty receive for teaching efforts. Seventy responses were received, with 59 being from chairs. Key results include the following: 36% of departments offered direct compensation; 36% did not; residency program directors received the most salary support at 36.5% full-time equivalent; and administrative roles had greatest weight in determining academic compensation. We believe a more effective, transparent system of recording and rewarding faculty for their educational efforts would encourage faculty to teach, streamline promotions for clinical educators, and strengthen undergraduate and graduate education in neurology.
UR - http://www.scopus.com/inward/record.url?scp=85069266253&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85069266253&partnerID=8YFLogxK
U2 - 10.1212/WNL.0000000000007664
DO - 10.1212/WNL.0000000000007664
M3 - Article
C2 - 31101740
AN - SCOPUS:85069266253
SN - 0028-3878
VL - 93
SP - 30
EP - 34
JO - Neurology
JF - Neurology
IS - 1
ER -