Through the Looking Glass: How Reflective Learning Influences the Development of Young Faculty Members

Abstract

Background: Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. Purpose: We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. Methods: We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Results: Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Conclusions: Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.