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Faculty development: a 'field of dreams'?
Yvonne Steinert1, Peter J McLeod, Miriam Boillat
1Faculty Development Office, McGill University, Montreal, Quebec, Canada. facdev.med@mcgill.ca
Medical Education
|January 15, 2009
Summary
Clinical teachers often skip faculty development due to workload and logistical barriers, not a lack of interest. Addressing these practical issues and offering recognition is key to improving participation in faculty development programs.
Area of Science:
- Medical Education
- Health Professions Education
Background:
- Many clinical teachers who could benefit most from faculty development do not participate.
- Understanding non-participation is crucial for designing effective faculty development programs.
Purpose of the Study:
- To explore reasons for non-participation in centralized faculty development activities among clinical teachers.
- To identify strategies for making faculty development programs more relevant and accessible.
Main Methods:
- Focus groups were conducted with 16 clinical teachers who had not participated in faculty development.
- Data were analyzed using content analysis and team consensus.
Main Results:
- Key barriers included clinical workload, lack of protected time, logistical issues (timing, location), and perceived lack of reward or recognition for teaching.
- Teachers perceived a need for clearer university guidance and a stronger sense of belonging.
Conclusions:
- Clinical reality and logistical challenges are significant deterrents to faculty development participation.
- Faculty development initiatives should address organizational factors, including recognition and guidance, alongside personal and professional needs to enhance engagement.
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