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What did we learn about the impact on university-based faculty?
1Department of Pharmacology, Joan C. Edwards School of Medicine at Marshall University, 1542 Spring Valley Drive, Huntington, WV 25704-9388, USA. szarek@marshall.edu
Summary
The Interdisciplinary Generalist Curriculum (IGC) Project had mixed effects on faculty. While some experienced boundary issues, most benefited from increased collaboration, teaching opportunities, and professional development.
Area of Science:
- Medical Education
- Faculty Development
Background:
- The Interdisciplinary Generalist Curriculum (IGC) Project aimed to integrate basic science and clinical education.
- Faculty experiences with curriculum reform initiatives are crucial for successful implementation.
Purpose of the Study:
- To evaluate the effects of the IGC Project on university-based basic science and clinical faculty.
- To compare faculty experiences across multiple institutions.
Main Methods:
- Comparative analysis of faculty experiences at two medical schools (UCSF and Marshall) against a larger cohort of ten schools.
- Review of findings documented in the IGC Project external evaluation team's final report.
Main Results:
- Negative effects included encroachment on basic science education time, loss of academic identity, and reduced prominence of subspecialist faculty.
- Positive effects included increased collaboration, enhanced teaching opportunities for clinical faculty, and benefits from teacher and professional development programs.
- IGC faculty directors experienced increased stature and promotions.
Conclusions:
- The IGC Project resulted in both challenges and significant benefits for university-based faculty.
- Faculty adaptation occurred in stages, ultimately recognizing the project's positive impact on student education.