Abstract
This review examines the intersection of faculty development frameworks in medical education and instructional system design (ISD) principles. A systematic review of existing literature follows the PRISMA guidelines, and data analysis combined inductive and deductive approaches to examine key framework components, strategies in faculty development frameworks, and alignment with instructional system design principles. The findings show a tapestry of shared components and diverse approaches, each offering unique value. Incorporating ISD principles can amplify the impact of medical faculty development programs. The study can deepen our understanding of medical faculty development frameworks and provide valuable insights for creating reliable solutions.
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