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Related Experiment Videos

The Morehouse Faculty Development Program: evolving methods and 10-year outcomes.

George Rust1, Vera Taylor, Janice Herbert-Carter

  • 1National Center for Primary Care and the Department of Family Medicine, Morehouse School of Medicine, GA 30310, USA. grust@msm.edu

Family Medicine
|December 27, 2005
PubMed
Summary

Faculty development programs effectively increase the number and academic skills of underrepresented minority faculty in academic primary care. This strategy enhances teaching, research, and writing competencies, promoting diversity in medical schools.

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Health Disparities

Background:

  • African American physicians are underrepresented in medical school faculty, particularly in family medicine.
  • A faculty development program was initiated to address this underrepresentation.

Purpose of the Study:

  • To report on a faculty development initiative designed to increase the number and academic skills of underrepresented minority faculty.
  • To evaluate the program's impact on participants' academic competencies and career roles.

Main Methods:

  • A longitudinal faculty development program was implemented at Morehouse School of Medicine, training faculty and preceptors in teaching, writing, research, and career issues.
  • Program formats included a 1-year program, shorter modules, and an executive program.

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  • Evaluation involved tracking enrollment, completion rates, participant feedback, and self-reported academic skills.

    • Main Results:

    • 113 participants completed the program between 1992-2003, with 92% being of African descent.
    • Over 80% of graduates regularly engage in teaching, with 71% dedicating over 25% of their time to teaching roles.
    • Self-reported academic competencies, including teaching, writing, research, and grant writing, significantly improved from 2.7 to 4.1 on a 5-point scale.

    Conclusions:

    • Faculty development is a viable strategy for enhancing diversity in academic primary care.
    • Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs) can play a role in training minority faculty.
    • Further research is needed to identify key program elements influencing minority faculty career choices and productivity.