During the first year , the requirements included only conference and module participation. The residency assessment requirement was subsequently enacted in the following year . Table 1 lists the final baseline education expectations required of faculty members. Before employing these education requirements, all faculty members were notified of the consequences of not fulfilling expectations, which included ineligibility for any academic incentive and an inability to participate in the voluntary ARVU system.In May 2018, stage two began, which involved the creation of an ARVU system to encompass all other academic activities. It was decided that the ARVU system would be voluntary, but to participate the baseline education expectations outlined in stage one had to be fulfilled. For the first step of this stage, the vice chair for education created a list of preliminary activities to be included in the ARVU system, such as teaching, lecturing, publications, grants, committee memberships, and leadership positions. These additional activities were ones in which faculty were already participating that aligned with the academic mission of the department, but had not been captured within the baseline education expectations, did not earn clinical hours reduction from the department or institution, or were not an implicit part of a faculty member’s role based on his or her leadership position. The thought was that activities that earned a clinical reduction in hours were already being financially rewarded, and this system was designed to recognize activities not yet distinguished. An example includes fellowship activities, which were not included because fellowship directors have a reduction in clinical hours to support their leadership role. After the initial list was assembled, it was shared with a select group of 11 leaders within the department, including residency leadership, undergraduate medical education leadership, fellowship directors, the research division, and the pediatric emergency medicine division. The participants were selected due to their various leadership roles in the department,cannabis drying system their dedication to scholarly achievement in their own careers, and the high priority they placed on these activities within their respective divisions.

These qualifications placed these faculty members in a prime position to help generate a comprehensive list of activities relevant to each division. After multiple discussions and written communications using a modified Delphi method, the group reached consensus on the activities that were to be included. The unique part of this project was the third step, which included a survey that was created and analyzed using Qualtrics software and distributed to a group of 60 faculty members across the department. These faculty members were chosen out of a total of 123 because they were identified as department members who regularly participated in the activity list created by the leadership group. Because these faculty members were the most active in these activities, they were in the best position to review the list and evaluate each activity to its fullest. Furthermore, because it was decided that the ARVU system would be voluntary, they were deemed the faculty most likely to be invested in and use this new system. Finally, one of the goals of this mission was to get faculty buy-in as they were the most important stakeholders in this endeavor, and this was achieved by allowing them a voice and to feel empowered in the final steps of this project. The survey included all agreed-upon activities and asked faculty to rate each on a scale from one to four . The 11 faculty members who contributed to the final list of activities created these descriptions. Effort was defined by the time needed to commit or prepare for a particular activity, the ongoing effort needed to sustain the activity if it involved a longer commitment than just one session, and whether the activity required a passive presence or more active participation. For example, activities that required a sustained effort included such things as grant involvement, committee membership, or a leadership position. As expected, some subjectivity was involved in the voting for various reasons, such as the activity being one in which the responsive faculty member participated in himself or herself, or differing opinions regarding how much preparation time might be needed for such things as a lecture.

To help reduce this bias, the survey was sent to many faculty members with different roles and responsibilities to obtain a consensus and to dilute idiosyncratic points of view. Furthermore, the knowledge of and dedication to each activity that the chosen faculty members had and the descriptions provided helped to further reduce bias in the points system. The survey also included free-text fields where faculty could input additional activities that they felt should be added to the list. Of the 60 faculty members surveyed, 49 responded and completed the survey in its entirety. The activities, ranked from highest to lowest based on the mean score including standard deviations, are presented in Table 2. The standard deviation was less than one for all activities included in the survey. The mean of each activity was translated into final points to be awarded in the ARVU system. Activities with higher means earned more points. Any activities that were similar in description and mean score were assigned the same number of final points. We introduced the final list and point system at a faculty meeting prior to implementing, and after this final feedback round, we launched the system in December 2018. The free-text responses were also reviewed, and these activities were added to the list and also voted on by the faculty group to create the final list with points. The next steps for the project included creating a database where faculty could log their completed activities. We created a Google form that listed all activities in the ARVU system where faculty members could select the activity in which they participated . Each activity had an associated drop down menu that asked for additional information, such as title, date, location, description, proof of activity, and an ability to upload documents. We then created a dashboard in the analytics platform Tableau , containing all activities. Statistics for the baseline educational expectations automatically loaded into the dashboard and could not be edited by faculty members. The ARVU activities logged into the Google form also fed directly into the dashboard for display. The full dashboard displayed each faculty member’s baseline education expectations, whether they had met requirements, the activities that they had entered into the ARVU point system, and total points earned to date . Final points were earned after academic leadership reviewed, approved, and signed off on each submitted activity.

Each month,cannabis vertical farming the system automatically e-mailed a link to each individual’s dashboard notifying faculty how many points they had earned to date and of any participation deficiencies. The medical school requires a teaching portfolio for faculty seeking promotion on the scholar track. This portfolio requires faculty to document their achievements in the following categories: teaching effort, mentoring and advising, administration and leadership, committees, and teaching awards. All ARVU activities were reviewed and categorized based on the elements of the teaching portfolio. These activities not only show up as itemized items with points, but they are also grouped into the appropriate portfolio category and are displayed on each individual faculty member’s dashboard. This allowed each faculty member to see how much scholarship they had completed within each of the teaching portfolio categories and in which areas they were lacking that deserved more attention. This provided faculty with a readily accessible repository of activities that could be transferred directly into the correct category of their teaching portfolio, facilitating tracking of activities upon which one needed to focus for promotion. A total of 123 faculty members were expected to participate in the baseline education expectations. At the end of the academic year in June 2018, 107 faculty had met requirements. Failure was defined as not attending the required number of conferences per year or not participating in the module system. Of the 16 who did not meet expectations, 94% signed up for conference modules to participate in specific activities, but none of them met overall required conference attendance. Of the deficient faculty, five worked full time at 28 or fewer hours, 10 were full time at more than 28 hours, and one was part time. Those who did not meet education expectations were notified and had their year-end AY 2017-18 financial incentive reduced to reflect this deficiency. We compared an individual faculty member’s conference attendance in AY 2016-17 and AY 2017-18 to determine any changes after implementing the new expectations. Overall, faculty attended 21% more conference days after expectations were implemented compared to the prior year. Preliminary data for the following AY 2018-19 reveals that conference attendance increased by 15% . The number of resident assessments completed in AY 2017-18 among all faculty was 2837 compared to preliminary AY 2018- 19 assessments of 4049, resulting in a 30% increase since expectations went into effect. To date, faculty across the department have logged a total of 1240 academic activities in the database. The distribution of points across categories is highlighted in Table 3 with most points earned through teaching activities at the medical school or through other scholarly work that doesn’t necessarily fit into the other categories of the teaching portfolio. Leadership will review each faculty member’s individual records to determine if they have met baseline education expectations.

The faculty who meet expectations will receive the set baseline incentive and have the potential to earn more financial incentive based on the number of points they have earned in the ARVU system. Once all the data is analyzed, the points will be converted into financial bonus amounts based on the number of faculty who are eligible and the amount of funds available.This project has resulted in preliminary positive effects on both education and documentation of scholarly work within our department. The first stage resulted in an overall increase in conference attendance and participation even prior to implementing the ARVU system. It is possible that these positive findings were a result of the academic incentive being dependent on meeting education expectations. However, in offline discussions with multiple faculty members, it appears that there was a shame factor that also contributed to improved attendance. Multiple faculty expressed their relief that many were being called out on their low attendance and participation and that faculty who had historically carried much of the teaching responsibility were now being recognized. In the same vein, resident assessments increased in the second year by a considerable amount, without any other changes being made to the system, and therefore were likely a result of the new expectations. The increase in assessments does not necessarily mean better quality, and this will need to be evaluated going forward to determine full impact. The improved participation in educational activities as a result of financial incentives or other measures is consistent with reports from other institutions and existing literature. There is a clear correlation between faculty documentation of scholarly output and the ARVU system, as there was no system in place prior that allowed tracking of activities. The increase in activities and documentation will need to be followed from year to year to draw conclusions on overall scholarly activity among individual faculty members and throughout the department. Unlike previous literature describing ARVU systems, our project has emphasized the ability to house activities in one place that can be transferred into a faculty member’s teaching portfolio, thereby further incentivizing the use of this system outside of financial rewards. We will continue to track baseline education expectations and the ARVU system across the department as well as continuously seek feedback from faculty and make changes as needed. This process will continue to be refined over time based on faculty feedback and departmental and institutional priorities. The majority of faculty who did not qualify for the academic bonus last year worked more than 28 clinical hours per week, and thus time issues may have affected compliance. To further probe this finding and facilitate educational commitments, we will solicit additional feedback from this group of faculty members to explore participation barriers that may be addressed in the future. We hope to follow the scholarly output of the department over time using the ARVU system as an estimate of faculty productivity.