Amy Guiot
Cincinnati Children's Hospital Medical Center
Purpose: Faculty at academic medical centers educate healthcare professionals as an expectation, often lacking time allotment or compensation. The purpose of this study was to (1) develop tracking tool to record educational activities July 2013-June 2014; (2) demonstrate its applicability to faculty from different divisions; (3) compare educational efforts from different professional pathways and divisions using innovative metric - Educational Added Value Unit (EAVU).
Methods: We described educational activities and created a ranking system, based on preparation, presentation and impact to calculate the total value of educational activities, the EAVU. A cross-sectional survey was completed via REDcap link with faculty participants from five divisions: HM, GEN, Emergency Medicine (EM), Behavior Medicine and Clinical Psychology (BMCP) and Biostatistics and Epidemiology (BE).
Results: 74/119(62%) faculty members from five divisions completed tool. All faculty earned some EAVUs with wide distribution range. All five divisions accrued EAVUs though the mean EAVU varied by division: HM (21.6); GEN (27.9); EM (20.7); BMCP (9.4), BE (2.1). Faculty on clinical and educator pathways tended to be above the median.
Conclusion: Our EAVU tracking tool is a feasible tool to capture educational activities performed by faculty from different divisions from one large pediatric teaching hospital, suggesting potential for generalizability to faculty members from other institutions. Further studies are needed to determine how to apply a similar process in different institutions and to determine how EAVUs could be used for compensation, promotion, and funding for medical education and related scholarship.
