Faculty development is believed to change participants' teaching behaviors and effectiveness, thus influencing learners—students and residents—in their learning and their delivery of patient care.1–,3 Traditionally, faculty development sessions are delivered in the form of workshops (46%); seminar series (19%); short courses (11%); longitudinal programs, such as fellowships (10%); or in some other format such as e-learning (9%).1,2,4–,6 Participation in these types of training requires time. This has been identified as the primary barrier for faculty attendance at faculty development sessions.5–,11 Other barriers to participating in faculty development include resources; competing priorities, such as patient care, research, and administrative tasks; and the lack of financial rewards or social recognition for the teaching role.5–,11 Perhaps, the most significant psychologic barrier to participation in faculty development is the real or perceived lack of institutional support for teaching, with institutions frequently appearing to place a higher value on clinical and research-related activities than they do on teaching.2,5,6,10,11 When surveyed, faculty have acknowledged several skill sets that are important as they pursue their role in academic medicine and the education of residents.2,12–,14 Those skills include assessing learners and their learning needs, giving feedback, establishing a good learning environment, and keeping up to date as a teacher.15,16 Further, faculty members at various levels need different types of training. Junior faculty may need development in more introductory topics, such as teaching at the bedside and giving feedback, whereas faculty with more seniority may need development that focuses on keeping their teaching up to date or training in educational leadership.5,16 An increased awareness of faculty development has been stimulated by the Accreditation Council for Graduate Medical Education (ACGME) accreditation requirements. In the most recent iteration of the Common Program Requirements,17 faculty development has been identified as a core component. To overcome the barriers identified for attending formal faculty development sessions, and to meet accreditation requirements, as well as to address faculty needs, we are introducing a new methodology for faculty development. This innovative method, the “snippet,” provides a brief faculty development session in the context of a required faculty activity, such as a departmental meeting, thereby engaging those who might otherwise be unable or unwilling to participate in such sessions. Snippets are highly structured to teach skills, but they do not replace traditional faculty development. The snippet can also be useful as a “trailer,” or preview, for longer stand-alone faculty development sessions. This article describes the snippet and how it has been incorporated nationwide into faculty-development processes in a variety of institutions with graduate medical education programs.