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Faculty development needs.

Thomas K Houston1, Gary S Ferenchick, Jeanne M Clark

  • 1University of Alabama at Birmingham School of Medicine, Birmingham, Alabama 35294-3407, USA. tkhouston@uabmc.edu

Journal of General Internal Medicine
|April 6, 2004
PubMed
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Community-based teachers, especially those in private practice, have limited prior faculty development training. Hospital-based faculty reported the most training, highlighting a disparity in educational preparation for physicians in diverse practice settings.

Area of Science:

  • Medical Education
  • Faculty Development
  • Physician Training

Background:

  • Faculty development programs are crucial for enhancing teaching skills among physicians.
  • Understanding prior training levels across different practice settings is essential for targeted educational interventions.
  • Disparities in training may impact the quality of medical education delivered in various clinical environments.

Purpose of the Study:

  • To compare the prevalence of prior faculty development training among community-based private practice teachers, community-based institution-affiliated teachers, and hospital-based faculty.
  • To identify specific areas where prior training was lacking.
  • To explore the preferred future training topics for community-based private practice teachers.

Main Methods:

Related Experiment Videos

  • A cross-sectional survey was administered to 61 private practice teachers, 64 institution-affiliated teachers, and 291 hospital-based faculty.
  • Training was assessed across four domains: general teaching skills, content-specific teaching, methods/settings, and professional skills.
  • Statistical analysis, including multivariable adjustment, was used to compare training levels and identify predictors.

    • Main Results:

    • Prior faculty development training was generally low across all groups.
    • Hospital-based faculty reported significantly more prior training than community-based teachers in all four assessed areas.
    • Private practice teachers reported the least amount of prior training, with significant differences observed (P <.05).

    Conclusions:

    • A significant gap exists in prior faculty development training, particularly for community-based physicians in private practice.
    • Future faculty development initiatives should prioritize addressing the specific needs and preferences of private practice teachers, such as time management and evidence-based medicine instruction.
    • Tailored training programs are needed to ensure equitable educational preparedness for all physicians involved in teaching.