Abstract
This article was migrated. The article was marked as recommended. Health professions faculty are often required to teach and participate in research efforts, although many have not undergone prescribed training in these areas. As a result, faculty development programs at medical schools and teaching hospitals typically offer single workshops or lectures formally addressing these subjects. Since longitudinal faculty development programs are known to be superior in fostering reflection and self-directed learning, these practical guidelines are provided for how to successfully implement such a program and sustain enrollment of participants over time. These guidelines are based on best evidence of faculty development models, personal experience of the author and grounded in theoretical frameworks about adult learning.
Highlights
Faculty development has become an essential part of medical education culture, and is noted as being pivotal for institutions in order to promote academic distinction among their faculty (Steinert, 2000)
Guidelines are based on: personal experience from the author who is the Director of a longitudinal faculty development program that has been in inception since 2012 at NYU Long Island School of Medicine, and the underpinnings of adult learning theory (Knowles, 2014) which the author has depicted in her own diagram based on this work [Figure 1]
Longitudinal faculty development programs offer a way towards professional growth for physicians and other health professionals
Summary
Faculty development has become an essential part of medical education culture, and is noted as being pivotal for institutions in order to promote academic distinction among their faculty (Steinert, 2000). Physicians and health professionals engage in teaching and participate in research efforts, many have not undergone formal training in these areas (McCoy et al, 2018, Wilkerson and Irby, 1998). Faculty development programs focused on teaching abilities and research skills improvement can make valuable contributions and enhancements to the careers and professional growth of physicians. In order to keep such programs successful and sustainable, educators and administrators must weigh the balance of keeping things appealing to faculty, while offering formats that are convenient for full participation and commitment
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