Funding Teaching in Neurology
Author Information
Author(s): Susannah Cornes, LeeAnn Chang, Sally Collins, Megan Richie, Audrey Foster-Barber, S. Andrew Josephson, Ann Poncelet
Primary Institution: University of California, San Francisco
Hypothesis
Can a financial incentive program improve faculty engagement and identity in teaching within an academic neurology department?
Conclusion
The teaching incentive program successfully reinforced faculty identity and engagement in teaching, demonstrating the value placed on educators by the department.
Supporting Evidence
- 80%–92% of faculty agreed the program met its goals.
- 56% of faculty felt the program reduced barriers to teaching.
- 93% of faculty felt the department highly valued teaching.
Takeaway
This study shows that giving teachers money for their work can help them feel more valued and want to teach more.
Methodology
The program was evaluated through faculty surveys and semistructured interviews after a 3-year implementation phase.
Potential Biases
Potential selection bias due to the voluntary nature of program participation.
Limitations
The study was conducted in a single department, which may limit the generalizability of the findings.
Participant Demographics
Participants included 51% assistant professors, 29% associate professors, and 20% full professors, with representation across all divisions.
Digital Object Identifier (DOI)
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