Pulling back the curtain: Exploring norms and practices among a sample of anatomy‐related departments in U.S. medical schools

Abstract

AbstractAnatomy‐related departments have access to comparative research productivity data (e.g., Blue Ridge Institute for Medical Research), yet no datasets exist for comparing departments' general practices pertinent to education‐focused faculty. Practice trends in anatomy‐related departments across U.S. medical schools were explored by surveying departmental leaders. The survey inquired about: (i) faculty time allocations, (ii) anatomy teaching services, (iii) faculty labor distribution models, and (iv) faculty compensation practices. A nationally representative sample of 35 departments (of 194) responded to the survey. On average, anatomy educators are allotted 24% (median = 15%) protected time for research, irrespective of funding, 62% for teaching and course administration (median = 68%), 12% for service, and 2% for administration. Forty‐four percent (15 of 34) of departments taught at least five different student populations, often across multiple colleges. Many departments (65%; 11 of 17) applied formulaic methods for determining faculty workloads, often as a function of course credits or contact hours. Average base salaries for assistant and associate professors reported by this survey were consistent (p ≥ 0.056) with national means (i.e., Association of American Medical Colleges Annual Faculty Salary Report). Merit‐based increases and bonuses averaged 5% and 10% of faculty's salaries, respectively, when awarded. Cost‐of‐living increases averaged 3%. Overall, departments' workload and compensation practices vary widely, likely a consequence of different institutional cultures, locations, needs, and financial priorities. This sample dataset allows anatomy‐related departments to compare and reflect upon their practices and competitiveness in recruiting and retaining faculty.