Table 1
Data excerpts illustrating results
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Supporting institutional success via research |
“I think that there’s a fundamental academic currency of grantsmanship, publication, presentation, that defines, for me, success. And those are some of the traditional markers that any faculty member, regardless of where they would be situated would be looking at.” (P21: >10 yrs) “To be successful you have to pull in grants, you have to publish papers. If you’re junior you should be publishing first author papers; if you’re senior you should have a stable full of people that you are publishing senior author papers with. [pause] It’s sort of the traditional markers of academic success.” (P13: 6–10 yrs) “The typical model for measuring success has been amount of grant dollars you get and then the actual value of those grants; your number of publications, the impact factor of the journals for which you’re publishing, the quantity of your publications, particularly those in which you’re indicated as the senior author or principal author.” (P9: ≤5 years) |
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Modifying conceptualizations of service |
“I think we are absolutely essential to the future of medical school. We are committed to education excellence. The only way that we achieve that is though educational scholarship and therefore, although we may be small, we are absolutely critical to the future success and well-being of all our educational programs and we really should be given more profile and more support in profiling that role. It’s not just we are yet another branch of scholarship. We play a rather different and more central role to the functioning of the organization …. It [the scholarly services offered by the HPESU] needs some [pause] legitimacy. It needs some funding. It needs to be positioned as a critical and essential part of how the medical school goes about doing what it’s doing and it needs to be connected therefore to the mission but also the quality assurance, the quality improvement of its programs.” (P17: >10 yrs) “We all do a lot of work behind the scenes, whether it’s contributing to how things work in the faculty or committees, or whatever, I don’t think any of that counts for any kind of academic success for anybody …. It’s all on our CVs but no one cares. So those are things that we do that are part of functioning [pause] If we don’t do them, you know, we lose the support of our academic institutions, but at the same time it’s like housework. You gotta do it but it doesn’t count.” (P13:6–10 yrs) “I don’t think any of it detracts. I think we have to remember that education informs research, which informs education, which [pause] I mean it’s all linked. I think education research and practice need to be linked and informed by one another and I think if I’m called on to do the odd faculty development session or to teach a course in a master’s program, I think that’s perfectly fine.” (P14: ≤5 years) |
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Transforming perceptions of teaching |
“I think that for me, it all comes down to being able to be a valued contributor to the fundamental success that we set out in training physicians and other health professionals in [name of local institution]. And so that’s a big kind of generic statement, but you know, if I look at a specific example in curriculum renewal, being able to design and develop this new curriculum, I see a personal measure of my success as, you know, being a really strong and productive contributor to that mission, to really improve the curriculum.” (P21: >10 yrs) “I think that that’s [research productivity is] really important but, you know, I think from my standpoint, the actual applied part is important. Putting the theory into practice and having quality programs that are informed by research and by evaluation data.” (P26:6–10 yrs) “I’m increasing capacity for the department to be more scholarly, and that’s cutting across from the individual level all the way to the programmatic and departmental level …. So that teaching is much more anchored in evidence based, that it informs other kind of teaching that’s building blocked towards programming, so scholarly teaching. Capacity to research more effectively the questions and concerns that educators want to address in their own context. So increase skills in faculty and residents.” (P2: ≤5 years) |