Measuring Teaching Efforts in a Medical School Department or Division: A Scoping Review

Purpose: The desire to measure faculty's teaching productivity has led many medical school departments to create academic productivity metrics and evaluation systems to track clinical and/or nonclinical teaching efforts. The authors investigated these metrics and their impact on teaching productivity and quality in the literature. Methods: The authors performed a scoping review using keywords to query three publication databases. A total of 649 articles were identified. The search strategy resulted in the screening of a total of 496 articles after the removal of duplicate articles, of which 479 were excluded. A total of 17 papers met the criteria. Results: Four of the 17 institutions exclusively measured clinical teaching productivity, and all four reported 11-20% gains in teaching or clinical productivity. Four of the six institutions that tracked only nonclinical teaching productivity shared quantitative data and experienced a variety of gains from measuring teaching productivity that centered on greater participation in teaching. The six institutions that monitored both clinical and nonclinical teaching productivity provided quantitative data. The reported effects ranged from greater learner attendance at teaching events to increases in clinical throughput and teaching hours per faculty member. Five of the 17 institutions tracked quality using qualitative measures, and none of these institutions observed a decrease in teaching quality. Conclusions: Setting metrics and measurement of teaching seems to have had a generally positive effect on amounts of teaching; however, their impacts on the quality of teaching are less clear. The diversity of metrics reported makes it difficult to generalize the impact of these teaching metrics.