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Medical Teacher Volume 34, 2012 - Issue 11
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Research Article

The design and utility of institutional teaching awards: A literature review

Kathryn N. HuggettCreighton University, USA; KATHRYN N. HUGGETT, PhD, is the Assistant Dean, Director of Medical Education Development and Assessment, and Associate Professor of Medicine at Creighton University School of Medicine.Correspondence[email protected]
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Ruth B. GreenbergUniversity of Louisville, USA; RUTH GREENBERG, PhD, is the Associate Dean for Medical Education at the University of Louisville School of Medicine.
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Deepa RaoColumbia University, USA; DEEPA RAO, EdM, is an Education Specialist for the Center for Education Research and Evaluation at Columbia University Medical Center.
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Boyd RichardsColumbia University, USA; BOYD RICHARDS, PhD, is the Assistant Vice President of the Center for Educational Research and Evaluation at Columbia University Medical Center.
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Sheila W. ChauvinLouisiana State University, USA; SHEILA W. CHAUVIN, PhD, MEd, is a Professor, Internal Medicine and Director Office of Medical Education Research and Development at Louisiana State University Health Sciences Center.
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Tracy B. FultonUniversity of California, USA; TRACY B. FULTON, PhD, is a Professor, Department of Biochemistry and Biophysics at the University of California San Francisco School of Medicine.
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Summers KalishmanUniversity of New Mexico, USA; SUMMERS KALISHMAN, PhD, is the Director of Medical Education Development and Assessment at University of New Mexico Health Sciences Center.
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John LittlefieldUniversity of Texas, USA; JOHN LITTLEFIELD, PhD, is the Director of the Academic Center for Excellence in Teaching at the University of Texas Health Science Center at San Antonio.
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Linda PerkowskiCentral Michigan University, USA; LINDA PERKOWSKI, PhD, is the Associate Dean for Curriculum and Evaluation at the Central Michigan University College of Medicine.
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Lynne RobinsUniversity of Washington, USA; LYNNE ROBINS, PhD, is a Professor, Department of Medical Education and Biomedical Informatics and Director, Teaching Scholars Program at the University of Washington.
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Deborah SimpsonMedical College of Wisconsin, USA; DEBORAH SIMPSON, PhD, is the Associate Dean for Educational Services at Medical College of Wisconsin.
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Pages 907-919 | Published online: 30 Oct 2012
 
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Abstract

Background: Institutional teaching awards have been used widely in higher education since the 1970s. Nevertheless, a comprehensive review of the literature on such awards has not been published since 1997.

Aim: We conducted a literature review to learn as much as possible about the design (e.g., formats, selection processes) and utility (e.g., impact on individuals and institutions) of teaching awards in order to provide information for use in designing, implementing, or evaluating award programs.

Methods: We searched electronic databases for English-language publications on awards for exemplary teaching. Targeted publications included descriptions and/or investigations of award programs, their impact, and theoretical or conceptual models for awards programs. Screening was conducted by dual review; a third reviewer was assigned for disagreements. Data were analyzed qualitatively. Results were summarized descriptively.

Results: We identified 1302 publications for initial relevancy screening by title and abstract. We identified an additional 23 publications in a follow-up search. The full text of 126 publications was reviewed for further relevance. A total of 62 publications were identified as relevant, and of these 43 met our criteria for inclusion. Of the 43, 19 described the design features of 24 awards; 20 reports discussed award utility. Nomination and selection processes and benefits (e.g., plaques) varied as did perceived impact on individuals and institutions.

Conclusion: Limited evidence exists regarding design and utility of teaching awards. Awards are perceived as having potential for positive impact, including promotions, but may also have unintended negative consequences. Future research should investigate the impact of awards on personal and professional development, and how promotion and tenure committees perceive awards.

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