Abstract
The Accreditation Council for Graduate Medical Education (ACGME), the Liaison Committee on Medical Education (LCME), and the Commission on Osteopathic College Accreditation all broadly require that undergraduate, residency, and fellowship programs provide professional development opportunities for teaching faculty.1 Most educational programs face challenges to engage faculty in a way that facilitates faculty development as intended. Many faculty members experience dissonance among meeting the needs of their educational environment, clinical responsibilities, and finding meaning in their work.
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