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Institutional impact of a part-time faculty development fellowship program for osteopathic community-based physicians
Sandro O Pinheiro1, Daniel Koop Liechty, Karen V Busch
1Statewide Campus System of Michigan State University College of Osteopathic Medicine (SCS MSU-COM), East Lansing, USA. pinheiro@med.unc.edu
The Journal of the American Osteopathic Association
|December 5, 2002
Summary
This faculty development program enhanced medical educators' skills and institutional impact. Graduates reported increased use of educational concepts and greater participation in their home institutions' educational activities.
Area of Science:
- Medical Education
- Faculty Development
- Community-Based Physicians
Background:
- Traditional faculty development evaluations often prioritize learner satisfaction over long-term outcomes.
- Assessing the institutional impact of faculty development programs remains challenging.
- Community-based physician faculty require tailored development to enhance their educational roles.
Purpose of the Study:
- To evaluate the institutional impact of a year-long faculty development fellowship program for community-based physician faculty.
- To ascertain the program's effect on graduates' perceptions and roles as medical educators.
- To measure the influence of the program on educational processes within home institutions.
Main Methods:
- A survey was administered to graduates of the Statewide Campus System of Michigan State University College of Osteopathic Medicine (SCS MSU-COM) faculty development program.
- The survey focused on graduates' self-reported changes in educational practices and institutional involvement.
- Data were collected to assess the impact on both individual educators and their respective institutions.
Main Results:
- Graduates reported a significant increase in the application of educational concepts learned during the fellowship.
- Participants demonstrated greater engagement in the educational activities at their home institutions.
- The program appeared to positively alter participants' self-perception as medical educators.
Conclusions:
- Faculty development programs tailored for community-based physicians can effectively enhance their educational skills and confidence.
- Such programs yield positive institutional impacts by fostering greater involvement in educational activities.
- Evaluating faculty development should extend beyond learner satisfaction to include demonstrable changes in practice and institutional contributions.