A faculty learning community model for preparing future faculty in anatomy and medicine

Abstract

Doctoral programs are designed to prepare students to be competent researchers. However, the majority of faculty members (94%) work in non‐doctoral institutions in which the majority of the time is spent teaching. Concerns of both future and junior faculty include a lack of a comprehensible tenure system, lack of community, and issues not covered in most graduate programs (gaining teaching experience, mentoring, and learning about the academic triad of teaching, research, and service). A faculty learning community (FLC) on preparing future faculty for the medical and health sciences is an effective model to address these concerns and prepare alumni for success as assistant professors. This model consists of an interdisciplinary group of faculty and doctoral students who collaboratively engage in bi‐monthly seminars on all aspects of academia, including the scholarship of teaching and learning. In addition, each doctoral student gains part‐time faculty experience as an adjunct in another institutional setting different from their own. During the FLC meetings, faculty and students discuss, process, and analyze their faculty experiences. The FLC results in creating a strong, nurturing network in which both doctoral students and faculty contribute to a shared understanding about teaching and learning, academic life, and faculty roles and responsibilities.