Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Lessons learned from a distance-based consulting program to assist faculty development projects.

C J Bland1, W VanLoy, L Wersal

  • 1Department of Family Practice and Community Health, University of Minnesota School of Medicine, Minneapolis, 55455-0392, USA. bland001@tc.umn.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|August 14, 2001
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Stephen Abrahamson, PhD, ScD, educationist: a stranger in a kind of paradise.

Advances in health sciences education : theory and practice·2003
Same author

Review criteria for research manuscripts.

Academic medicine : journal of the Association of American Medical Colleges·2001
Same author

Curricular change in medical schools: how to succeed.

Academic medicine : journal of the Association of American Medical Colleges·2000
Same author

"No fear" curricular change: monitoring curricular change in the W. K. Kellogg Foundation's National Initiative on Community Partnerships and Health Professions Education.

Academic medicine : journal of the Association of American Medical Colleges·2000
Same author

Leadership behaviors for successful university--community collaborations to change curricula.

Academic medicine : journal of the Association of American Medical Colleges·1999
Same author

When (not if) evaluation flexibility is desirable. Examples from the CPHPE initiative.

Evaluation & the health professions·1999
Same journal

Associations of marital status with well-being and career intentions among medical residents: a national survey in Japan.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same journal

Naming learner agency at the bedside: FPTAL (from passive reception to active learning) as a dialogic bridge.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same journal

Fostering conversation and co-regulation: how medical students experience co-creating narrative feedback.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same journal

Understanding accelerated 3-year MD program graduates: key considerations for residency directors.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same journal

Building the foundation of clinical training: a mixed-methods study of pre-clerkship clinical preceptors and retention.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same journal

Upward trend of publications with student and trainee authors appearing in Academic Medicine, 2016-2025.

Academic medicine : journal of the Association of American Medical Colleges·2026
See all related articles

Faculty development projects require dedicated funding, protected time, and supportive environments for success. While distance consulting aids projects, in-person, one-on-one support is most valued for faculty development initiatives.

Area of Science:

  • Medical Education
  • Academic Development

Background:

  • Evolving faculty roles and demographics necessitate updated professional development strategies in academic settings.
  • Traditional faculty development models may not adequately address current institutional needs.

Purpose of the Study:

  • To evaluate a distance-based consulting program designed to support faculty development projects through all stages.
  • To identify key factors influencing the success of faculty development initiatives.
  • To assess the effectiveness of distance-based consulting compared to in-person support.

Main Methods:

  • Tracking 17 faculty development projects in primary care educational sites over two years.
  • Utilizing a distance-based consulting model for needs assessment, project design, implementation, evaluation, and dissemination.

Related Experiment Videos

  • Analyzing institutional characteristics and environmental factors impacting project success.

    • Main Results:

    • Successful faculty development projects were strongly associated with dedicated funding, protected implementation time, and supportive institutional environments.
    • Environmental impediments, such as budget shortfalls and faculty turnover, frequently hindered project progress.
    • Few projects successfully reached the evaluation and publication stages within the 15-month timeframe.

    Conclusions:

    • Dedicated resources, protected time, and a stable institutional environment are critical for faculty development project success.
    • Distance-based consulting offers valuable support, but personal, one-on-one interaction is highly appreciated and potentially more effective.
    • Recommendations are provided for optimizing future distance-based consulting programs for academic faculty development.