Accepted Type
Oral
Code
OF2-3-2
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Graduate Student
Affiliation
Considered for Poster
yes
Title
Developing and Delivering Incentives for Clinical Teaching: Proceed with caution
Length of Presentation
Background/Purpose
When medical education programs have difficulties recruiting or retaining clinical teachers, they often introduce incentives to help improve motivation. Unfortunately, previous research has shown incentives can have unintended consequences, but when and why that is the case in the context of incentivizing clinical teachers is unclear. The purpose of this study was to understand how teaching incentives have been perceived to provide recommendations to those seeking to better support medical teachers.
Methods
Following an interpretive description methodology, a purposeful sampling strategy identified a heterogenous sample of clinical faculty teaching in undergraduate and postgraduate contexts. Sixteen semi-structured interviews were conducted and iterative analysis led to a thematic structure that accounted for general trends and individual variations.
Results
Clinicians articulated interrelated and dynamic personal and environmental factors that had linear, dual-edged and inverted U-shaped impacts on their motivations towards teaching. Clinical teachers felt valued when they felt recognized and connected to learners, peers, leadership, and/or the medical education community. While incentives aimed at producing these connections could be perceived as supportive, they could also negatively impact motivation if they were impersonal, inequitable, inefficient, or poorly framed.
Conclusion
Implications of this work include proceeding with caution when labeling any particular factor as a motivator or barrier to teaching. Rather, clinical teachers' perceptions are unique, dynamic and fluid. Incentives, therefore, need to be designed with nuance based on what makes clinicians feel valued. Further, any reward scheme should be crafted and delivered with care to lower the risk of reducing motivations to teach.
Keyword 1
Motivation
Keyword 2
Incentives
Keyword 3
Teaching
Level of Training
CPD (faculty development, CME)
Abstract Themes
Faculty Development
Additional Theme (First choice)
Continuing Medical Education
Additional Theme (Second Choice)
Leadership
Additional Theme (Third Choice)
Physician & Medical Student Health and Well-being
Authors
Presenter
Katherine Wisener
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
