Original Article

A Robust Faculty Development Program for Medical Educators: A Decade of Experience

Authors: Sarah B. Merriam, MD, MS, Rachel Vanderberg, MD, MS, Melissa A. McNeil, MD, MPH, Tanya Nikiforova, MD, MS, Carla L. Spagnoletti, MD, MS

Abstract

Objectives: Faculty development programs (FDPs) foster learning communities and enhance professional identity formation for medical educators. Competency-based frameworks for faculty development drive skill development across clinical practice, teaching, and scholarship domains. The aims of this study are to outline the context, content, and evolution of a novel FDP; map the individual conferences that make up the FDP to established faculty development competencies; identify steps to implement similar programming; and demonstrate outcomes to date.

Methods: The FDP consists of four, 1-hour-long conferences held weekly on a rotating basis since 2007 at the University of Pittsburgh School of Medicine: Academy of Master Educators, Medical Education Research, Medical Education Journal Club, and Medical Education Research Methods and Innovative Design conference. Authors outline the relation of each of these four conferences to faculty development competencies and describe early outcomes for each conference over four consecutive academic years from 2014 to 2018. Participants include attendees and presenters in four consecutive academic years from 2014 to 2018.

Results: The well-attended FDP meets all established competencies for educator faculty. Presenters and attendees were diverse in terms of academic rank and represented a breadth of clinical and basic science specialties.

Conclusions: This integrated FDP fosters a community of medical educators and develops faculty skills across established medical educator competencies.

This content is limited to qualifying members.

Existing members, please login first

If you have an existing account please login now to access this article or view purchase options.

Purchase only this article ($25)

Create a free account, then purchase this article to download or access it online for 24 hours.

Purchase an SMJ online subscription ($75)

Create a free account, then purchase a subscription to get complete access to all articles for a full year.

Purchase a membership plan (fees vary)

Premium members can access all articles plus recieve many more benefits. View all membership plans and benefit packages.

References

1. Sherbino J, Frank JR, Snell L. Defining the key roles and competencies of the clinician-educator of the 21st century: a national mixed-methods study. Acad Med 2014;89:783-789.
2. Steinert Y. Becoming a better teacher: from intuition to intent. In: Ende J, ed. Theory and Practice of Teaching Medicine. Philadelphia:American College of Physicians Press;2010:73-93.
3. Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach 2016;38:769-786.
4. Leslie K, Baker L, Egan-Lee E, et al. Advancing faculty development in medical education: a systematic review. Acad Med 2013;88:1038-1045.
5. Blanchard RD, Visintainer PF, La Rochelle J. Cultivating medical education research mentorship as a pathway toward high quality medical education research. J Gen Intern Med 2015;30:1359-1362.
6. Morzinski JA, Fisher JC. A nationwide study of the influence of faculty development programs on colleague relationships. Acad Med 2002;77:402-406.
7. Steinert Y, Naismith L, Mann K. Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Med Teach 2012;34:483-503.
8. Srinivasan M, Li ST, Meyers FJ, et al."Teaching as a competency": competencies for medical educators. Acad Med 2011;86:1211-1220.
9. Milner RJ, Gusic ME, Thorndyke LE. Perspective: toward a competency framework for faculty. Acad Med 2011;86:1204-1210.
10. Hesketh EA, Bagnall G, Buckley EG, et al. A framework for developing excellence as a clinical educator. Med Educ 2001;35:555-564.
11. Wenger E. Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press; 1997.
12. Cruess RL, Cruess SR, Steinert Y. Medicine as a community of practice: implications for medical education. Acad Med 2018;93:185-191.
13. Wald HS, Anthony D, Hutchinson TA, et al. Professional identity formation for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med 2014;90:753-760.
14. Cruess RL, Cruess SR, Boudreau JD, et al. Reframing medical education to support the development of a professional identity. Acad Med 2014;89:1446-1451.
15. Holden MD, Buck E, Luk J, et al. Professional identity formation: creating a longitudinal framework through TIME (transformation in medical education). Acad Med 2015;90:761-767.
16. Boudreau JD, Macdonald ME, Steinert Y. Affirming professional identities through an apprenticeship: insights from a four-year longitudinal case study. Acad Med 2014;89:1038-1045.
17. Hitchock MA, Hekelman FP, Monteiro M, et al. Acquiring professional academic skills. Fam Med 1997;29:266-269.
18. Hitchcock MA, Bland CJ, Hekelman FP, et al. Professional networks: the influence of colleagues on the academic success of faculty. Acad Med 1995;70:1108-1116.
19. Warner ET, Caraphina R, Weber GM, et al. Faculty promotion and attrition: the importance of a coauthor network reach at an academic medical center. J Gen Intern Med 2016;31:60-67.