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Faculty development in the health professions: conclusions and recommendations.
M A Hitchcock1, F T Stritter, C J Bland
1Office of Medical Education, John A. Burns School of Medicine, University of Hawaii, Manoa.
Medical Teacher
|January 1, 1992
Summary
Faculty development in health professions is expanding, focusing on research and teaching skills. Effective strategies include fellowships, institutional environment changes, and faculty evaluation, with a need for better efficacy research.
Area of Science:
- Health Professions Education
- Academic Development
- Medical Education Research
Background:
- Faculty development is crucial for advancing health professions education.
- Existing literature reviews and resource books provide a foundation for understanding faculty development.
- Emerging trends and previously unreviewed articles offer new insights.
Purpose of the Study:
- To synthesize recent literature on faculty development in health professions.
- To identify key trends and effective strategies in faculty development.
- To provide recommendations for future faculty development interventions.
Main Methods:
- Comprehensive literature review of recent publications and resource books.
- Analysis of articles not previously included in major reviews.
- Synthesis of findings to draw conclusions and formulate recommendations.
Main Results:
- Faculty development is evolving, with increased emphasis on research and teaching skills.
- Fellowships, institutional environment, and faculty evaluation are identified as effective development approaches.
- Model curricula and comprehensive development centers are increasingly utilized.
Conclusions:
- Faculty development is a dynamic field requiring ongoing research into its efficacy.
- Strategic interventions, including structured training and environmental support, enhance faculty growth.
- The findings support the development of robust faculty development programs tailored to diverse needs.