Incentives and Barriers for Early Career Faculty Participation in Medical Student Education: Perceptions of Clinical Faculty From a Midwestern Public Medical School.

Abstract

Introduction: Physician faculty play key roles as medical student educators, often opting into these roles early in their careers. The incentives and barriers for early career faculty participation in medical student education have not been well elucidated.

Objectives: This quality improvement project examined the incentives and barriers perceived by early career faculty in 2 large clinical departments (Medicine and Surgery) at the University of Wisconsin School of Medicine and Public Health (UWSMPH) and identified potential improvements to support participation and satisfaction in medical student education.

Methods: We conducted a qualitative quality improvement project using semistructured interviews with 22 early career faculty from the Department of Medicine and the Department of Surgery at UWSPMH during June and July 2023. Interviews were analyzed using inductive thematic analysis.

Results: Among 22 early career faculty interviewed (11 from Medicine, 11 from Surgery), the top incentives for participation included personal fulfillment (72% Medicine, 81% Surgery) and promotion (45% Medicine, 36% Surgery). The main disincentive for both groups was lack of time (81%). Suggested improvements included increased protected time, financial incentives, enhanced faculty development, and clearer communication of teaching opportunities.

Conclusions: Participants from both departments agreed that key incentives for participation in medical student education include personal fulfillment and a clear path to promotion, whereas time constraints remain the major disincentive. Potential solutions include increased protected time and more organized communication of teaching opportunities.