The purpose of this session was to discuss the issues attendant the functions of academic deans (associate/assistant deans of medical education/curriculum), and the faculty whom they serve. Faculty often feels that academic deans are out of touch with the classroom environment and therefore unappreciative of the daily problems faced by medical educators. In short, faculty may have a dim view of academic deans. Such views can lead to bias, and bias in turn can be an impediment to cooperative endeavors to improve medical education. The dialogue that ensued at this session was lively, informative, and entertaining. The responsibilities of academic deans were discussed, from the scheduling of courses to the administration and accreditation of the school’s curriculum. The duality of the function of academic deans was briefly addressed. That is, the interfacial position of academic deans in representing the dean and at the same time advocating for their teaching faculty. Living at this interface is difficult at times and requires competent interpersonal communication skills for survival. What should academic deans do to improve medical education? A survey of course directors carried out by the author at his home institution indicated that academic deans could work more closely with the dean to establish a professional atmosphere that better supports collegiality and educational excellence. Salary incentives were also considered important. The course directors stated that excellence in medical education must be linked to the promotion and tenure process. The views of the participants were congruent with the results of the survey. The participants felt that education was being left out of the financial equation in contemporary medical education because it was not viewed as a financially positive endeavor. The group noted that faculty interest in curriculum was declining and that the decline is related to the educational disincentives now prevalent in medical schools. The group also felt that faculty time must be protected so that they can carryout their educational responsibilities. In short, don’t tell faculty that they must teach and at the same time that they should expend their energy on things that are more professionally rewarding. The group felt that the genesis and current catalyst for the lack of faculty involvement in medical education was the paucity of educational reward. Mission-based budgeting for medical schools was discussed at length and many felt that this was probably the proper approach in assuring that sufficient funds are earmarked for education. In closing, this session shed light on the functions of academic deans and what the teaching faculty and academic deans can concertedly do to improve medical education. **** **** ****
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