A Comparative Analysis of Departments of Medical Education at Four LCME Accredited Schools.

Abstract

Purpose: The authors sought to determine common features, challenges, and benefits of departments of medical education (DMEs) at LCME accredited medical schools.

Methods: The authors utilized a multi-case case study approach to examine each department. Data were compiled in a constant comparative methodology, which included an iterative peer reviewing process by the researchers.

Results: Financial resources were similar at the DMEs, relying on allocations from varied sources, including tuition. Two departments were the home for faculty teaching in the MD program-particularly the basic/foundational sciences. Two provided some teaching for MD students but had other primary roles. One included teaching in graduate programs and another being a home for MD degree faculty administrators in the undergraduate, graduate, and continuing medical education programs.

Conclusions: The results inform plans to develop a DME, which should be distinguished to align with an institution's mission and needs. DMEs serve as a home for faculty contributing to the educational mission and provide a route for medical educators to seek promotion/tenure outside of traditional departments. DMEs provide synergies to innovate, produce educational scholarship, and access resources for medical educator faculty development. Challenges include finding a physical home and fitting into traditional department frameworks. DMEs are often subjected to administrative resource allocation. Leaders may need to seek alternative funding. Future studies should consider a comprehensive analysis that would significantly provide greater details and a clearer picture into DMEs.