What is the EVU model? It is a budget model which was developed (at the request of senior leadership) to establish a new method for allocating state resources to clinical departments and providing accountability to Basic Science departments – with one component of the allocation specifically for the educational efforts faculty members provide for UME, Master’s and Doctoral student education. Explicitly, the new model was to ensure that faculty are given appropriate recognition and “credit” (assignment and funding – currently just in clinical departments) for their MCOM state/tuition supported instructional efforts.
It is important to note that basic science departments are NOT funded through the EVU budget model like clinical departments. However, EVUs are a representation of an individual’s educational instructional efforts, the data collection of educational efforts are collected and compiled for both clinical and basic science faculty members and are used as only one metric for educational accountability.
What activities count toward EVUs? A wide variety of teaching activities provided within credit bearing courses, (lectures, labs, small group facilitation, clinical precepting, clinical skill evaluation, etc.) “count” toward EVUs. See attached for full listing of activities. In addition, certain educational administrative leadership activities (including a limited number of committee assignments) conducted on behalf of UME, Masters, and Doctoral students in MCOM “count”. Included is any teaching done on behalf of UME students in the SELECT program and DPT students in the shared UME courses. Opportunities to participate in UME administrative leadership roles are announced through COMfac email notices and often recruited through other MCOM meetings as well.
How is the educational activity data collected? Teaching activities/roles such as lecturing, lab instruction, small group facilitation of discussion, and clinical precepting are collected via course and clerkship directors in late spring of the academic year and are confirmed with Departmental leadership. The forms submitted include a comprehensive listing of all faculty members who participated in the course/clerkship, the actual role/activity each performed and the total numbers of hours performed.
All “roles” are classified as either: teaching, educational administration, or clinical.
- Teaching roles are those activities which occur on a more ad hoc and limited basis. A typical example of this activity is lecturing. The number of hours performed in these roles is retrospectively totaled.
- Educational administrative roles are typically assigned to individuals ahead of the academic year, for a set EVU FTE based on dedicated work for a specified period of time. These roles can be assigned “prospectively”. An example of an educational administrative role is a course director.
- Clinical roles are those activities which occur in a clinical and billing setting and the number of hours performed in these roles is retrospectively totaled.
An individual’s FY allocation, then, can be based on a combination of retrospective and prospective roles. See below for an example:
|Mission||Year||Title of Course
|Iwanna||Besomebody||GE||2011||Diversity in Clinical
|Lab Rotations in
|UME||2011-12||C2: Neurologic &
Calculating EVU FTE
The EVU FTE is based on the assumption of 1840 working hours for the year. The 1840 is based on 40 hours a week for 46 weeks (three weeks for sick and three weeks for annual leave). The actual calculation takes the number of hours reported in the educational activity from the course director and first applies an adjusting metric. That new number is then divided by 1840.
It must be understood that based individual faculty member differences, the effort to perform the activity may exceed percent effort allocated.
Calculating EVU Salary Support and Allocation: (Applies only to individuals in clinical departments)
- MDs and other clinical providers are funded at the either the 25th or 50th percentile of their rank and specialty (as provided by MCOM Office of Faculty Affairs) of the latest AAMC benchmarks that have been adjusted by the Consumer Price Index by the Office of Faculty Affairs.
- Which percentile is used depends on the department. Those departments which deliver required curriculum based on LCME standards are funded at the 50th . All others are funded at the 25th percentile. While the State of Florida funds faculty lines at a much lower salary rate, this adjustment is to recognize the significant value of teaching provided in a clinical setting.
||AAMC Percentile Benchmark
|Path & Cell Bio
- All funded allocations are inclusive of benefits.
- EVU salary figures for PhDs and other non-clinical educators in clinical departments are initially based on their University Contracted Salary (UCS). In turn, this amount is compared to their tenure/tenure earning state FTE; the higher of the two, EVU effort or Tenure allocation, is used for the funding to the department.. Please note: if a PhD is receiving his/her tenure/tenure earning FTE allocation, it will be reduced if the percent distribution to grants if (and only if) that would put them over 100% funding. In other words, if the faculty member is 75% tenure ensuring and 40% grants – the PhD adjustment would be reduced to 60%. In no instance will a faculty member be funded more than 100% of his/her total base salary + benefits.
|EVU Salary (including