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Journal of Medical Education

Abstract

Background and aims: Accreditation standards require teaching hospitals to establish robust faculty training systems for sustainable teaching development. This study was conducted to gather suggestions from physicians at several hospitals regarding the teaching-oriented attending physician system. Its findings are intended to serve as a reference for hospitals to review and revise their systems to increase the effectiveness of faculty training. Methods: A questionnaire with both closed- and open-ended questions was used. Quantitative data were analyzed using SPSS. Attending physicians from 19 Taiwanese medical centers completed the questionnaire. In-depth interviews were conducted to obtain insights into these physicians' views of and recommendations for the teaching-oriented attending physician system. Results: A total of 103 questionnaires were sent out for the teaching-oriented attending physician survey, and 54 were collected, with a collection rate of 52.4%. Analysis of the questionnaire responses revealed the following. First, the recommendations for the teaching-oriented attending physician system focused on salaries and benefits, teaching and research resources, time allocation, and career advancement. Second, the suggestions for the promotion system emphasized guideline clarification, performance evaluation, support, challenges in promotion, and the role of teaching-oriented attending physicians. Analysis of the interviews revealed the following. First, the recommendations for the teaching-oriented attending physician and promotion systems aligned with the questionnaire findings. Second, the suggestions for the national promotion system highlighted balancing research and teaching and recognizing and rewarding teaching efforts. Conclusions: The teaching-oriented attending physician system requires further improvements to enhance satisfaction. Long-term studies are warranted for precise validation. System adjustments are recommended to establish a more effective framework to motivate clinical educators to share their expertise and improve medical education quality.

First Page

30

Last Page

40

DOI

10.6145/jme.202503_29(1).0004

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