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 Table of Contents  
MEDICAL EDUCATION TEACHING NOTE
Year : 2020  |  Volume : 5  |  Issue : 1  |  Page : 83-84

Balanced scorecard for teaching faculty members working in a medical college


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth - Deemed to be University, Ammapettai, Nellikuppam, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth - Deemed to be University, Ammapettai, Nellikuppam, Kancheepuram, Tamil Nadu, India

Date of Submission22-Jul-2019
Date of Acceptance10-Oct-2019
Date of Web Publication21-Jan-2020

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Associate Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Kancheepuram, Tamil Nadu - 603 108
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/bjhs.bjhs_34_19

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How to cite this article:
Shrivastava SR, Shrivastava PS. Balanced scorecard for teaching faculty members working in a medical college. BLDE Univ J Health Sci 2020;5:83-4

How to cite this URL:
Shrivastava SR, Shrivastava PS. Balanced scorecard for teaching faculty members working in a medical college. BLDE Univ J Health Sci [serial online] 2020 [cited 2020 Oct 23];5:83-4. Available from: https://www.bldeujournalhs.in/text.asp?2020/5/1/83/276311



A faculty member working in a medical college has to deliver on various fronts, not only for his/her professional growth but also for the growth of the department as a whole. These faculty members are predominantly involved in roles such as teaching undergraduate and postgraduate students, patient care, research, and administrative activities. However, it is vital to understand that the transition phase of being a postgraduate student to becoming a faculty is quite difficult and needs guidance/mentoring at least at the beginning of the career either from the senior faculty members or through a document which specifies the roles expected out of them.[1],[2]

In order to strive forward, any department in a medical college should have a clear vision and mission statements to justify the need for the presence of the department and what they eventually want to accomplish. Once these things are specified, the role of each faculty member of a specific department is cut out, and they have to work individually to achieve the ultimate vision of the department.[2],[3],[4] In short, a teaching faculty member has to be multitasking and to keep performing in the above-mentioned areas. Nevertheless, the question arises on what lines a faculty member should work or are there any metrics which should be attained in a specified time?.[1]

The presence of a balanced scorecard (BSC) in the department specifying the different roles expected out from faculty members and the various metrics under each role will play a crucial role and can be looked upon as the solution for all the complex roles which a faculty member has to fulfill.[1],[2],[3],[4] The process of designing a BSC should be done with the help of the contribution of faculty members and a consensus should be obtained. One thing which should be kept in mind is that all the formulated performance indices should be meaningful, measurable, and time-bound.[3],[4],[5] In fact, if such a document is given to the faculty members, it will clearly specify the tangible expectations from them.

A BSC for faculty member/s has been developed [Table 1] and the specified perspective/performance indicators will vary based on the department/specialty of the faculty member.[1],[2],[3],[4],[5] In general, a BSC meant for a teaching faculty comprises different roles which they are supposed to discharge and for each of those roles, specific measurable indices are formulated to keep the entire process accountable. Such a document, if properly implemented can be used for giving academic promotions or increment or benefits to faculty members under the career advancement scheme. In addition, this will also help the administrators to create a healthy and competitive working atmosphere, in which all the faculty members will try to attain the given targets and in the long run, both the faculty members and eventually the institution will grow, which is the need of the hour.
Table 1: Balanced scorecard for faculty members in a medical college

Click here to view


Even though BSC is an effective managerial tool, it has to be realized that it is not a tool which can fix all the existing problems; instead it is a dynamic process and should be carried out over the long term. The common problems include poorly defined metrics, absence of a mechanism to collect and report the data, no/poorly developed framework to review the collected data, minimal emphasis on improvement in the existing process, and finally giving more attention toward the internal stakeholder perspective (and not the external stakeholder).

Now, the question arises, how BSC can be optimally utilized, as it has proven its worth in different settings.[1],[2],[5] The best approach will be to use it as a supplementary tool along with the other measures for the betterment of the faculty outcomes. In addition, the BSC has to be completed validated and should be formulated after involving all the faculty members. At the same time, there is an immense need to keep revising the targets to ensure that the faculty members, the department, and the institution continue to grow.

In conclusion, a BSC not only helps a faculty member in their time-bound growth but also in getting career satisfaction on the personal front and the growth of the department.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Bouland DL, Fink E, Fontanesi J. Introduction of the balanced scorecard into an academic department of medicine: Creating a road map to success. J Med Pract Manage 2011;26:331-5.  Back to cited text no. 1
    
2.
Smith J, Prabhu SJ, Bhargava P. Application of the balanced scorecard for faculty development. Acad Radiol 2017;24:664-6.  Back to cited text no. 2
    
3.
Maurer MH, Teichgräber U, Kröncke TJ, Hamm B, Lemke AJ. The balanced scorecard--applications in a radiology department. Rofo 2012;184:1118-25.  Back to cited text no. 3
    
4.
Trotta A, Cardamone E, Cavallaro G, Mauro M. Applying the balanced scorecard approach in teaching hospitals: A literature review and conceptual framework. Int J Health Plann Manage 2013;28:181-201.  Back to cited text no. 4
    
5.
Huang SH, Chen PL, Yang MC, Chang WY, Lee HJ. Using a balanced scorecard to improve the performance of an emergency department. Nurs Econ 2004;22:140-6, 107.  Back to cited text no. 5
    



 
 
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