Transformative professional development of physicians as educators: assessment of a model

Area of Science:

• Medical Education
• Physician Development
• Academic Medicine

Background:

• Medical education reform is a long-standing goal for U.S. educators and policymakers.
• Harvard Medical School developed a professional development program to drive change in medical education.
• The program targeted physicians and scientists involved in educating future physicians.

Purpose of the Study:

• To evaluate the long-term impact of a professional development program on physician educators.
• Assessing sustained changes in teaching behaviors, academic productivity, and career progression.
• Investigating the lasting effects on participants' commitment to medical education.

Main Methods:

• A follow-up survey was administered to participants from the 1995-97 Harvard Macy Program for Physician Educators cohorts.
• The survey assessed self-reported changes two years post-program participation.
• Key outcome measures included shifts in teaching behaviors, academic productivity, career advancement, and commitment.

Main Results:

• A 63.6% response rate (63 of 99 participants) was achieved.
• 88.8% of respondents reported significant professional development impact.
• Sustained changes included improved teaching behaviors (77.8%), increased educational activities (86%), and enhanced educator identity.

Conclusions:

• Intensive, immersive professional development programs for physician educators yield significant and enduring behavioral changes.
• High-challenge, high-support environments with experiential learning are effective.
• Such programs can foster long-term commitment and transformation in medical educators.