Surgeons as Educators A Guide for Academic Development and Teaching Excellence

32

from departmental allocated educational funding. Occasionally financial support
may be available from outside sources such as government agencies, professional
societies, managed care, philanthropic donors for funding, and political groups.
Funding from industry should always be procured as an educational grant to the
department, institution, or education center.

Type of educational

support Internal External

Personnel Faculty

Administrative support

Residents as educators

Faculty educators outside

department

Administrative support outside

department

Patients

Time Faculty

Administrative support

Residents as educators

Faculty educators outside

department

Administrative support outside

department

Patients

Facilities and

equipment

Specific spaces for educational

activities

Specific equipment for educational

activities

Space for educational activities

outside department

Equipment for educational activities

outside department

Online access to educational

programs outside department

Financial Departmental

Philanthropic

Institutional curricular or faculty

development resources

Dean’s office

Hospital administration

Government agencies

Professional societies

Managed care

Philanthropic donors

Political groups

Curricular or faculty development

resources

Industry

Prior to the implementation process of curriculum development and preferably
early in the course of this initiative, it is important to anticipate and thereby address
potential barriers to implementation. The most obvious barrier is pertaining to financial
resources, and this is often the primary reason why a curriculum or specific compo-
nents of a curriculum are not obtainable. However, in addition there may be substantial
competing demands on personnel and time as defined by the curriculum. Finding solu-
tions for the personnel and the time they are required to dedicate to the curriculum can
be challenging especially if it is not a clear mandate of their job description or aca-
demic mandate. Also at play are attitudes and the sense of power that people may per-
ceive within and as a result of the curriculum implementation. It may be critical to
engage the departmental lead or dean’s office early in the curriculum development
process to ensure buy-in by all stakeholders in the delivery of the educational program.
Being able to provide assurance of specific personnel roles and job security may be
necessary in establishing long-term administrative support for a program.

E.M. McDougall and B. Schwartz