Faculty Expertise Research Articles

Development of a Generalist Competency Framework for Medical Education Leaders in Longitudinal Integrated Curricula (LILIC)

AbstractRecent shifts in health professions education have prompted significant curriculum reforms toward multidisciplinary, longitudinally integrated courses during the pre-clinical and clinical years of medical school curricula. Faculty who are accustomed to managing discipline-specific courses must now be trained to meet the challenges of implementing new integrated courses. Skills and competencies for Leaders in Longitudinal Integrated Curricula (LILIC) must be identified for faculty development efforts and to assist administrators in recognizing the attributes of well-qualified course/curriculum directors for their appointment/hiring decisions. Drawing on the collective expertise of faculty from multiple medical schools, we developed a framework to meet this new need. Herein, we present a shared mental model, a framework, and higher-level attributes important for the development of these curricular leaders. A proposed development process and future directions for this framework are also presented, underscoring its potential impact on faculty development and the broader educational landscape in health professions.

2024 ACLP Recommendations for Training Residents in Consultation-Liaison Psychiatry

Despite rapid shifts in consultation-liaison psychiatry (CLP) training in residency, including increasing general residency training requirements from the Accreditation Council for Graduate Medical Education, greater utilization of advanced practice providers, and effects of the coronavirus-2019 pandemic, the Academy of Consultation-Liaison Psychiatry (ACLP) has not updated recommendations for residency training in CLP since 2014. A national survey of residency program directors in 2021 suggested many changes to the structure of CLP rotations at individual programs over the past decade. We convened a workgroup of 8 ACLP members holding leadership positions in residency and fellowship education on local and national levels. The project was approved by the ACLP Executive Council and conducted via a three-stage iterative process. Consensus was reached on 34 recommendations across four domains, including structural issues, faculty supervsion, formal curriculum and evaluations, and elective experiences. Residents must spend sufficient time on CLP rotations to achieve relevant milestones. Given that consultants are expected to offer unique insight, the ideal placement of core CLP rotations comes at a time in residency where residents are able to provide expert opinion and lead teams. Faculty expertise in CLP and availability to provide direct supervision and oversight to trainees is essential. A separate and formal CLP didactic curriculum should exist, and elective opportunities should be offered to supplement training. These recommendations are intended to guide residency program directors towards optimizing CLP training for all residents, including those who will eventually pursue CLP fellowship. Establishing a strong CLP foundation for all residents is essential for ensuring competency in providing psychiatric care for medically complex patients and collaborating with our colleagues in other specialties, as well as fostering trainee interest in pursuing a career in CLP.

Exploring the nexus between university sustainability practices and academic performance: An empirical analysis of the QS sustainability ranking and four world university rankings.

Universities, as agents of change, are expected to contribute to society's most pressing challenges, particularly the 21st century's central issue of sustainability. Amid growing expectations from governments, society, and an increasingly conscientious student body, universities have undergone significant institutional adjustments to incorporate sustainability into their core missions of education, research, and outreach. As universities worldwide increasingly engage in sustainability practices, the question arises: How do these sustainability endeavours correlate with academic performance on a global scale? This article, using data from the QS Sustainability Ranking and four prominent academic ranking (THEWUR, ARWU, QSWUR and USWUR), investigates this link. The study explores whether sustainability relates to the academic performance of universities, the validity of the relationship when academic scores of the four rankings are aggregated, and its dependence on country-level sustainability performance scores. Findings reveal that sustainability practices have a reflection on the university rankings, providing a global competitive advantage for universities. While this study incorporates aggregated scores as a methodological innovation addressing the lack of uniformity among ranking systems, it recommends the inclusion of university-level control variables (such as faculty expertise, university budget, infrastructure) and government and policy variables in future studies to ensure robustness of the results.

A qualitative study exploring graduated medical residents’ research experiences, barriers to publication and strategies to improve publication rates from medical residents

BackgroundIn Kenya, postgraduate medical residents must complete a research dissertation for their Master of Medicine studies. However, the subsequent publication rate is lower than in higher-income settings, limiting the availability of population-specific data. This study explored residents’ experiences with research, reasons for the low publication rate, and strategies to improve publication rates.MethodsIn-depth interviews were conducted with 9 faculty members and non-academic support staff, as well as 18 Master of Medicine graduates who had successfully completed their research projects, to investigate their experiences with conducting, supervising, and publishing research. The interview data was analysed using inductive thematic analysis. The study also explored strategies to improve publication rates.ResultsThe graduates (former medical residents) described difficult research journeys – from concept development to final submission of dissertation – which discouraged them from seeking publication. Many faculty and staff lacked time or sufficient expertise to successfully guide residents to publication. Departmental research culture, faculty expertise as supervisors and prioritisation of clinical work over research and lack of dedicated research time impacted both residents’ and faculty capacity for research. Strategies to improve publication rates focused on developing faculty research expertise, more protected research time, and a more structured approach to teaching research methodology, including academic writing skills.ConclusionsResidents in low- and middle-income countries such as Kenya encounter systemic and personal challenges to successful publication of research. The ease or difficulty of a resident’s research journey influences their attitudes to subsequent publication. Strategies to improve publication rates can improve the dissemination of relevant research data in such settings.

Current Status and Challenges in Radiology Education at Traditional Chinese Medicine Colleges

The importance of bridging the gap between traditional Chinese medicine (TCM)'s holistic approach and Western medicine's diagnostic technologies, particularly in the context of medical imaging. In this paper, we discussed the challenges faced by TCM colleges in radiology education in China include philosophical differences, resource constraints, faculty expertise variations, and language and cultural barriers. We advocate for the implementation of multifaceted strategies, such as enhancing the comprehensiveness of the syllabus, optimizing the radiology curriculum, and enriching internship experiences. These measures are designed to elevate the quality of radiology education, enhance student engagement, and improve learning outcomes within TCM colleges.

Gerontology and Geriatrics in Undergraduate Nursing Education in Portugal and Spain: An Integrative and Comparative Curriculum Review.

Nurses play a critical role in caring for elderly patients; however, the emphasis on aging care in undergraduate programs may be insufficient. The present study aims at identifying the relevance given to theoretical and/or practical gerontological and geriatric contents in undergraduate study plans in Portugal and Spain. Presenting a two-part investigation, an integrative review approach examines nursing education on a global scale and a comparative analysis, using Bereday's comparative method, to assess the nursing curricula between Portugal and Spain. The search found 117 documents, with 16 being included. Studies covered diverse educational practices in geriatric and gerontological nursing, emphasizing curriculum development, faculty expertise, practical training, attitudes towards elderly care, and future directions. The comparative analysis of nursing curricula revealed that Portugal places a priority on building foundational theoretical knowledge in the first year and then gradually integrating practical training. In contrast, Spain emphasizes an extensive and integrated approach with a strong focus on practical skills and comprehensive assessments. Our research emphasizes the need to incorporate aging-focused education into nursing curricula and update the curriculum, providing hands-on training with early exposure to these environments. Additionally, simulation classes can enhance critical thinking by allowing students to experience aging effects firsthand.

The year long journey: Transforming the BSN-DNP curriculum

BackgroundRevising a doctor of nursing practice (DNP) curriculum for family nurse practitioner and psychiatric mental health nurse practitioner education with an eye on future changes in competencies required planning and consensus among taskforce members. Major priorities included: the need to embed competency- based education (CBE), the National Taskforce Criteria for Nurse Practitioner (6th ed.) education, and the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN) Essentials, 2021). FindingsChallenges began with faculty knowledge of CBE, NP faculty skills in curriculum building, buying in to the revised degree, and reviewing all current literature on the DNP NP knowledge, skills and attitudes needed for current practice. The year long journey yielded a comprehensive curriculum model to share as well as several lessons learned and recommendations for this journey. ConclusionThe process resulted in a curriculum revision that thus far, is better suited to development of the “work-ready” graduate while still supporting individualized student needs in attending a doctoral-level program. Ongoing work is focused on specific “pillars” of program support including clinical preceptor placement and partnerships, preceptor resources, student retention resources, and exploration of competency-based tracking data management.Considering the impact on faculty workload, program leadership should actively assess levels of curricular expertise of faculty involved to determine additional development or training needs for individual professional growth.

Strategies and Barriers for Diversity, Equity, Inclusion, and Antiracism Work in Family Medicine Departments: A CERA Study.

Medical schools and family medicine organizations have been working on advancing diversity, equity, inclusion, and antiracism (DEIA). Black, Indigenous, and People of Color (BIPOC) faculty members are disproportionately expected to lead DEIA initiatives, negatively affecting academic promotion and well-being. Our study aimed to describe the existing DEIA initiatives, strategies, and barriers to implementing support for DEIA work, as well as the implications of addressing the minority tax in US and Canadian family medicine departments. We used data collected as a part of the 2023 Council of Academic Family Medicine Educational Research Alliance (CERA) study. The survey was delivered to 227 department chairs across the United States and Canada. The survey response rate was 50.2% (114/227). Sixty-two percent of the respondents strongly agreed that advancing DEIA was important, and 55.4% reported having a DEIA leader, with 75.4% of those positions reportedly held by BIPOC faculty. Lack of funding was identified as the most significant barrier (26.2%), followed by lack of faculty expertise (18.7%). Department chairs who strongly agreed that DEIA work was important were significantly more likely to report having a DEIA committee, mentorship for BIPOC faculty, and a holistic review for faculty recruitment than those who did not strongly agree. Though most department chairs perceived advancing DEIA work as important, appropriate compensation and institutional support are often lacking. Further study is needed to explore ways in which departments can enhance their institutional support for DEIA initiatives.

Nutrition and Physical Activity Education in Medical School: A Narrative Review.

This review explores the diverse landscape of integrating nutrition and physical activity education into medical school curricula, focusing on the imperative role of physicians in promoting health through lifestyle changes. By examining global medical education structures, we uncovered disparities in nutrition and physical activity training, and highlighted the need for a shared framework to address international and regional challenges. Despite acknowledging the importance of both nutrition and physical activity, studies have consistently uncovered deficiencies in medical school curricula, especially in skills related to providing lifestyle advice and behavioral counseling. Survey studies among medical students have illuminated various perceptions and knowledge gaps, emphasizing the need for more comprehensive and mandatory nutrition and physical activity training. While acknowledging progress, challenges, such as time constraints, resource availability, and faculty expertise, persist. Integrating lifestyle education results in resistance, a demand for strategic communication, and faculty buy-ins. These findings underscore the importance of a holistic approach that balances theoretical knowledge, practical skills, and confidence that medical students need to promote effective nutrition and physical activity in healthcare.

Point-of-care ultrasound training in nephrology: a position statement by the International Alliance for POCUS in Nephrology.

Point-of-care ultrasonography (POCUS) has rapidly evolved from a niche technology to an indispensable tool across medical specialties, including nephrology. This evolution is driven by advancements in technology and the visionary efforts of clinicians in emergency medicine and beyond. Recognizing its potential, medical schools are increasingly integrating POCUS into training curricula, emphasizing its role in enhancing diagnostic accuracy and patient care. Despite these advancements, barriers such as limited faculty expertise and 'lack of' standardized guidelines hinder widespread adoption and regulation. The International Alliance for POCUS in Nephrology (IAPN), through this position statement, aims to guide nephrologists in harnessing the diagnostic power of POCUS responsibly and effectively. By outlining core competencies, recommending training modalities and advocating for robust quality assurance measures, we envision a future where POCUS enhances nephrology practice globally, ensuring optimal patient outcomes through informed, evidence-based decision-making. International collaboration and education are essential to overcome current challenges and realize the full potential of POCUS in nephrology and beyond.

Collaborative nursing education between advanced practice registered nurses

The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.

Co-Existing Vascular Surgery Integrated Residencies are Associated with Increased General Surgery Resident Proficiency and Autonomy in Vascular Cases

Integrated vascular surgery residency positions have doubled more than the last decade. Studies have investigated the impact of co-existing subspecialty surgical training programs on case volume of general surgery residents (GSRs). However, no studies have explored the impact of subspecialty training on GSR operative competency. The aim of this study is to understand the impact of integrated residencies on operative performance and autonomy of GSR performing vascular procedures. Autonomy and performance ratings of GSR participating in vascular surgery cases were collected from all institutions participating in the Society for Improving Medical Professional Learning application database from 2015 to 2023. Faculty and self-assessments of autonomy and performance on vascular cases performed by GSRs at programs with co-existing vascular integrated residency (VIR), vascular surgery fellowship (VSF), or no subspecialty vascular training (VX) were compared using Fisher's exact tests with Bonferroni corrections across training levels and case complexity. Eleven thousand one hundred seventy five assessments (26% at institutions with VIR, 46% VSF, and 28% VX) were submitted by 920 GSRs and 343 faculty. Senior GSRs at programs with VSF achieved lower autonomy than those with VIR (P=0.049) or VX (P=0.042) based on faculty assessment. GSRs achieved a level of "practice ready" at significantly higher rates when training at programs with VIR, and at the lowest rates with VSF (P<0.001). However, self-perception of autonomy and performance was highest among GSRs at programs with VX compared with VIR and VSF (P<0.001). The presence of VIR was associated with higher achievement of "practice ready" competency and higher levels of operative autonomy among senior GSRs performing vascular procedures. Shared-learning among peers and faculty expertise in teaching resident-level trainees may contribute to this finding.

809 A Systematic Review of Quality Assurance Processes in Simulated Surgical Training Programmes

Abstract Aim To provide a comprehensive overview of quality assurance processes implemented within published simulated surgical training programmes, identifying areas of deficit. Method A systematic review was conducted according to PRISMA guidelines. Databases were searched from 1947 until April 2023 to identify studies reporting structured simulation programmes undertaking qualitative assessment of laparoscopic technical skills. The assessment had to be procedural (e.g., appendicectomy) versus tasks (e.g., bean drop). Simulation had to be physical modalities (synthetic/cadaveric). Virtual and augmented reality modalities were excluded. Data was extracted against an existing quality assurance standards framework for simulation-based education, developed by the Association for Simulated Practice in Healthcare (ASPiH) in partnership with Health Education England. Study quality was appraised using the Medical Education Research Study Quality Instrument (MERSQI). Results 39 studies were included, with 17 from USA and 3 from UK simulation programmes. Range of participants was 6-256, with 7 studies reporting &amp;gt;50 participants. Faculty: 40% (n=15) of studies reported no description of faculty expertise or selection. 60% (n=24) of studies implemented no assessor training. 90% (n=35) described no faculty evaluation or feedback. Activity: Variability was seen in assessment methods including number of stations, assessors, and assessment tools. 60% (n=24) of studies sought no feedback on their programme. 90% (n=35) of the programmes were not aligned to curricula or learning needs analyses. Conclusions This review highlights deficits in the implementation of quality assurance processes including faculty selection, training, and programme feedback. It also highlights the variability of assessment methods, reiterating the need for individualised robust validation processes.

Evaluating the impact of an educational intervention on the history of racism in America for teaching structural competency to medical academicians

BackgroundA challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians.MethodsWe developed a six-hour elective continuing education (CE) series for faculty and staff with the following objectives: (1) describe and discuss race as a social construct; (2) describe and discuss the decolonization of the health sciences and health care; (3) describe and discuss the history of systemic racism and structural violence from a socio-ecological perspective; and (4) describe and discuss reconciliation and repair in biomedicine. The series was spread over a six-month period and each monthly lecture was followed one week later by an open discussion debriefing session. Attendees were assessed on their understanding of each objective before and after each series segment.ResultsWe found significant increases in knowledge and understanding of each objective as the series progressed. Attendees reported that the series helped them grapple with their discomfort in a constructive manner. Self-selected attendees were overwhelmingly women (81.8%), indicating a greater willingness to engage with this material than men.ConclusionsThe series provides a model for AHCs looking to promote anti-racism and structural competency among their faculty and staff.

How Are We Teaching Advocacy? A National Survey of Internal Medicine Residency Program Directors.

Although internal medicine (IM) physicians accept publicadvocacy as a professional responsibility, there is little evidence that IM training programs teach advocacy skills. The prevalence and characteristics of publicadvocacy curricula in US IM residency programs are unknown. To describe the prevalence and characteristics of curricula in US IM residencies addressing public advocacy for communities and populations; to describe barriers to the provision of such curricula. Nationally representative, web-based, cross-sectional survey of IM residency program directors with membership in an academic professional association. A total of 276 IM residency program directors (61%) responded between August and December 2022. Percentage of US IM residency programs that teach advocacy curricula; characteristics of advocacy curricula; perceptions of barriers to teaching advocacy. More than half of respondents reported that their programs offer no advocacy curricula (148/276, 53.6%). Ninety-five programs (95/276, 34.4%) reported required advocacy curricula; 33 programs (33/276, 12%) provided curricula as elective only. The content, structure, and teaching methods of advocacy curricula in IM programs were heterogeneous; experiential learning in required curricula was low (23/95, 24.2%) compared to that in elective curricula (51/65, 78.5%). The most highly reported barriers to implementing or improving upon advocacy curricula (multiple responses allowed) were lack of faculty expertise in advocacy (200/276, 72%), inadequate faculty time (190/276, 69%), and limited curricular flexibility (148/276,54%). Over half of US IM residency programs offer no formal training in public advocacy skills and many reported lack of faculty expertise in public advocacy as a barrier. These findings suggest many IM residents are not taught how to advocate for communities and populations. Further, less than one-quarter of required curricula in public advocacy involves experiential learning.

Revolutionising engineering pedagogy: The role of 3D printing in modern engineering education

ABSTRACT This paper presents a comprehensive study on the integration of 3D printing technology in biomedical robotics education with undergraduate students learning about the design of robotic systems. The research investigated the effectiveness of this new teaching strategy in enhancing students’ understanding of complex engineering principles by comparing their learning experiences, and academic performance with results from traditional teaching methods. The students’ learning and performance were evaluated through a survey and grade analysis. The Mann – Whitney U test was used to analyse the data, revealing statistically significant improvements in both student satisfaction and grades. The Mann-Whitney U test results show a clear preference for the 2017 3D printing and project-based learning strategy over the 2016 traditional method. With a U-value of 0 and a critical U-value at p < 0.05 being 23, coupled with a z-score of −3.742, the data significantly indicates enhanced student outcomes with the newer teaching approach compared to conventional methods. The study also found that 3D printing technology fostered creativity, critical thinking, and enhanced spatial visualisation skills among students. However, we also identify potential challenges, including equipment maintenance, safety concerns, and the need for faculty expertise. The study concludes by providing potential strategies to overcome these challenges. This research offers valuable insights for educators and policy-makers in leveraging technology for improved learning outcomes in engineering education.

SWOC Analysis: Impact of Methodological Changes in Top 20 NIRF-ranked Management Institutions on Branding Strategy

Purpose: This study aims to investigate the impact of methodological changes in the National Institutional Ranking Framework (NIRF) on the branding strategies of the top 20 management institutions in India for the year 2023. Researcher seeks to identify how alterations in ranking parameters affect these institutions' competitive positioning and branding approaches. Design/Methodology: The study employs SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis to examine the internal strengths and weaknesses of management institutions, as well as the external opportunities and challenges arising from shifts in NIRF ranking parameters. Data collection involves a comprehensive review of ranking methodologies, institutional profiles available from the secondary source only. Results/Discussion/Analysis: Findings reveal the nuanced impact of methodological changes on branding strategy development. Internal strengths such as academic reputation and faculty expertise can be leveraged to capitalize on new ranking criteria, while weaknesses such as infrastructure limitations may require strategic investments. External opportunities such as emerging industry trends offer avenues for differentiation, while challenges such as increased competition necessitate proactive adaptation. Outcome: The analysis provides actionable insights for management institutions to refine their branding strategies in response to evolving ranking methodologies. By aligning internal capabilities with external opportunities and effectively addressing challenges, institutions can maintain or enhance their competitive advantage in the marketplace. Originality/Value: This study contributes to the literature by offering a systematic analysis of the interplay between ranking methodology changes and branding strategy development in the context of management education. The insights generated are valuable for institutions navigating the dynamic landscape of educational rankings and seeking to optimize their positioning and visibility. Type of Paper: Exploratory Research Analysis

Probing Faculty Perspectives and Experiences for Framework Development of an Online University- Industry-Government Collaboration Platform

University-industry-government (UIG) collaboration nurtures the innovation ecosystem that sustains competitiveness and drives national economic growth. In the Philippines, however, there is limited collaboration between the UIG, thus resulting in untapped opportunities. An integrated web-based collaboration platform for researcher profiles, tools, and resources in Philippine higher education institutions (HEIs) would help promote and strengthen UIG collaboration. In this light, this study conducted a baseline assessment to gain insights into the faculty members’ perceived motivations, current contexts, and challenges of UIG collaborations. These insights guided the development of a framework that would inform the development of an online collaboration platform. The survey was participated in by 111 faculty members from a university system. Analysis showed that respondents had a wide range of experiences in their collaboration, wherein there was an overall satisfaction rating of 3.99 on their collaboration. Findings revealed that building connections or networks and professional development were the main drivers for faculty members to engage in collaboration. On the other hand, communication- and coordination-related issues were among the top collaboration challenges. Also identified as concerns were the differences in perspectives and the low commitment levels of some collaborators. The respondents expressed the necessity for an integrated platform that can facilitate collaboration activities, including opportunity-matching aligned with their professional experience and research interests. Better project management and streamlining of administrative processes were also cited to further enhance the collaboration experience. These findings underscore the necessity for improvement in strategic planning, resource allocation, enhanced faculty support, and opportunity-matching aligned with faculty expertise that can facilitate more effective collaboration among stakeholders. This research has essential implications for the improvement of the collaboration and similarly could provide important inputs and salient features for the development of a UIG collaboration platform.

Implementing a Palliative Care Junior Faculty Visiting Professor Program: Pearls and Pitfalls.

Palliative Care (PC) is a small, relatively young interprofessional sub-specialty; hence mentorship for early-career research faculty is widely dispersed across schools and universities. We developed the Junior Visiting Professor Program (JVPP) to provide junior faculty in palliative care (PC) with opportunities to meet multidisciplinary PC researchers from other institutions and to advance their research through networking and presenting their work. We describe how we designed and implemented the program, and we report on the first cohort of participants. We invited PC research groups from US schools of medicine and nursing to participate in this 5-year interprofessional exchange program by nominating junior faculty and serving as hosts. We matched nominees to host institutions based on nominee training experiences, nominee research interests, and host institution faculty expertise. In addition, we provided logistical guidance on visit planning. Post-visit, we surveyed both hosts and junior visiting professors (JVPs) regarding their satisfaction, perceived value, and suggestions regarding the program. We recruited 13 schools to participate and matched 10 nominees to host institutions in our first year. Nine JVPs completed their visit; 6 JVPs and 8 host faculty/staff responded to the post-visit survey. Overall, JVPs were highly satisfied with their matches and the visiting professor experience. Hosts were generally satisfied with their matches and believed the program to be mutually beneficial. The most frequent suggestion was for greater administrative support to plan visits. Structured, well-supported opportunities for networking across institutions is beneficial for emerging PC researchers and for building PC research capacity.

Supporting faculty development for obesity education: A National Survey of United States family medicine residency programme directors.

Obesity is the most common chronic condition in the United States (US), yet primary care physicians face barriers in providing obesity treatment. This study examines the prevalence of American Board of Obesity Medicine (ABOM) certified obesity specialists on the faculty of US Family Medicine residency training programmes, the preparedness of graduating resident physicians to treat obesity, and residency training programme director preferences for supporting faculty development to improve residency education in obesity management. This cross-sectional on-line survey of programme directors addressed the number of ABOM-certified faculty, perceived graduate preparedness to treat obesity, and priorities to improve faculty expertise and obesity curriculum. Of 672 eligible programme directors, 298 (44%) responded to our survey. Most programmes (76%) had no ABOM-certified faculty. The proportion of programme directors assessing their graduates as prepared to care for patients with obesity has significantly decreased in the last 5 years (2018: 74%, 2022: 58%, p = .016). Residents in programmes with ABOM-certified faculty member were more likely to be assessed as very prepared to provide medical care (18% vs. 7.8% p = .047). A majority (54%) of programme directors identified limited faculty training and expertise as the biggest faculty and resident-level barrier to quality obesity care. This study demonstrates an important trend towards increasing ABOM-certification among Family Medicine residency programme faculty and an urgent need to prioritise faculty development to improve faculty expertise and resident training to address the obesity epidemic.