Scholarship in the medical faculty from the university perspective: Retaining academic values
Scholarship in the medical faculty from the university perspective: Retaining academic values
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DOI：
10.1097/00001888-200009000-00011
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发表时间：
2000-09-01
影响因子：
7.4
通讯作者：
Lowery, BJ
中科院分区：
文献类型：
--
作者：
Barchi, RL;Lowery, BJ
学术医学和研究型大学享有密切的关系，加强了两者，催生了医学发现和学术的时代，为美国赢得了高度的公众信任和在世界上当之无愧的领导地位。然而，医疗保健筹资和医疗保健提供组织方面的变化极大地影响了医学院-大学的伙伴关系。越来越强调提供临床服务，并在时间为终身教授和临床教育家教师教和做学术工作的同时减少危害的潜力，继续发现和下一代医学学者的教育。背景的医学院大学的关系和因素，导致发展的临床教育家教师轨道进行审查，和最近的趋势，影响教师奖学金进行了讨论。终身教职和临床医生教育者医学院，作为更广泛的大学社区的成员，应该期待他们的大学同事对奖学金和教育活动的持续需求，反映了母大学的基本理念。作为一个必然的结果，大学，通过它的医学院，必须提供这些教师的时间和必要的财政支持，以履行他们的学术使命。临床教育工作者队伍的规模应取决于医学院的学术需求，而不是其相关医疗保健提供系统的服务需求。为了实现这一目标，学术医疗中心将不得不培养相关或临床教师的干部，其主要重点是医学实践。
Academic medicine and research universities have enjoyed a close relationship that has strengthened both, spawning an era of discovery and scholarship in medicine that has earned the U.S. academic medical enterprise a high level of public trust and a deserved leadership position in the world. However, changes in the financing of medical care and in the organization of health care delivery have dramatically affected the medical school-university partnership. The growing emphasis on delivery of clinical services and the concomitant decrease in time for tenured and clinician-educator faculty to teach and do scholarly work jeopardizes both the potential for continued discovery and the education of the next generation of medical scholars.The background of the medical school-university relationship and the factors leading to the development of clinician-educator faculty tracks are reviewed, and recent trends that impact faculty scholarship are discussed. Both tenure track and clinician-educator medical faculty, as members of the broader university community, should expect from their university colleagues a continued demand for scholarship and educational activity that reflects the underlying philosophy of the parent university. As a corollary, the university, through its medical school, must provide these faculty the time and the financial support necessary to fulfill their academic mission. The size of the clinician-educator faculty should be determined by the academic needs of the medical school rather than by the service demands of its associated health care delivery system. To accomplish this, academic medical centers will have to develop cadres of associated or clinical faculty whose primary focus is on the practice of medicine.