No relationship between measures of clinical efficiency and teaching effectiveness for emergency medicine faculty
+ Author Affiliations
- Correspondence to Tomer Begaz, Department of Emergency Medicine, Medical College of Wisconsin, Milwaukee, Wisconsin, USA; tbegaz@mcw.edu
- Contributors TB: primary author and guarantor. TB conceived the study, wrote the protocol and paper. MCD: contributed to the concept, design, and major revisions to paper. RT: study design, data analysis, and significant contributions to editing the paper. MT: significant editorial contribution to paper.
- Accepted 20 January 2010
- Published Online First 26 June 2010
Abstract
Objectives Emergency medicine (EM) doctors affiliated with academic institutions experience professional tension between providing excellent, timely care for patients and high-quality bedside instruction for residents and medical students. The goal of this study was to assess the relationship between measures of faculty clinical efficiency and teaching effectiveness.
Methods This was a retrospective review of data from a single academic institution with an annual census of 55 000. Faculty clinical efficiency was measured by two variables: the relative value unit (RVU)/h ratio and average ‘door to discharge’ time. Teaching effectiveness was estimated by determining the average ‘overall teaching’ scores derived from anonymous EM resident and senior medical student evaluations. Relationships were assessed using the Spearman's correlation coefficient.
Results There was no statistically significant relationship (p>0.050) between measures of faculty clinical efficiency and teaching effectiveness.
Conclusion These data replicate previous findings that clinical productivity has no correlation with teaching effectiveness for emergency medicine faculty doctors.
