RESUMEN
BACKGROUND AND OBJECTIVES: Doctoral trained faculty educators increase faculty physicians' skills and capacities by implementing training and mentoring programs in academic primary care departments. The purpose of this study was to describe the characteristics, roles, challenges, and satisfaction of faculty educators working in departments of family medicine and to report perceptions of their work environment. METHODS: The data for this study derive from a 2009 national survey of all full-time doctoral-level faculty members, including educators, working in US academic departments of family medicine. Items included demographics, roles, research output, financial support, and perceptions of the work environment. Descriptive statistics including means and percentages were used to compare public and private institutions. RESULTS: Twenty-five full-time faculty educators responded to the survey. Median age was 57 years; median years worked was 17, with 52% holding the rank of associate or full professor. Differences were observed between public and private institutions in terms of how time is spent, sources of funding, rates of tenure, and number of grants and publications. Job-related perceptions were mostly positive, indicating a good fit of training and job responsibilities. Areas of dissatisfaction included feelings of being over committed and increased job stress. CONCLUSIONS: As senior faculty educators retire, it is important to assure that the torch is passed to new faculty educators who can meet the professional development needs of future generations of family physicians.
