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Purpose <p>The authors sought to determine common features, challenges, and benefits of departments of medical education (DMEs) at LCME accredited medical schools.</p> Methods <p>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.</p> Results <p>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.</p> Conclusions <p>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.</p>

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

  • 期刊论文

  • 发表日期：

    2025年2月21日

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  • Jason S. Hedrick,
  • Charles Panzarella,
  • Scott Cottrell,
  • Betsy Goebel Jones,
  • Nicole J. Borges,
  • Raymond H. Curry,
  • Norman D. Ferrari

摘要

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.