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Faculty development: if you build it, they will come.

Yvonne Steinert1, Mary Ellen Macdonald1, Miriam Boillat1

  • 1Faculty Development Office, Faculty of Medicine, McGill University, Montreal, Quebec, CanadaCentre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, CanadaDepartment of Family Medicine, Faculty of Medicine, McGill University, Montreal, Quebec, CanadaFaculty of Dentistry, McGill University, Montreal, Quebec, CanadaDepartment of Medicine, Faculty of Medicine, McGill University, Montreal, Quebec, CanadaDepartment of Surgery, Faculty of Medicine, McGill University, Montreal, Quebec, CanadaDepartment of Pediatrics, Faculty of Medicine, McGill University, Montreal, Quebec, CanadaDepartment of Pharmacology and Therapeutics, Faculty of Medicine, McGill University, Montreal, Quebec, Canada.

Medical Education
|August 19, 2010
PubMed
Summary
This summary is machine-generated.

Clinical teachers attend faculty development for personal growth, relevant topics, and networking. Barriers like workload exist but don't deter motivated participants. Enhancing programs with mentorship can boost engagement.

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Area of Science:

  • Medical Education
  • Professional Development

Background:

  • Faculty development programs aim to enhance clinical teachers' skills and engagement.
  • Understanding motivations and barriers to participation is crucial for effective program design.

Purpose of the Study:

  • To explore reasons for regular attendance at faculty development activities.
  • To compare motivations of attendees versus non-attendees.
  • To identify strategies for making faculty development programs more relevant.

Main Methods:

  • Focus groups conducted with 23 clinical teachers who regularly attended faculty development.
  • Thematic analysis and research team consensus used for data interpretation.

Main Results:

  • Regular attendees valued personal/professional growth, relevant topics, and networking.
  • Common barriers (workload, time) did not prevent participation for regular attendees.
  • Suggestions for improvement included a 'buddy system,' orientation, and mentorship.

Conclusions:

  • Faculty development participation is driven by perceived objectives, relevant content, and personal values (learning, networking).
  • Medical educators should design programs considering these 'expectancy-value' constructs.
  • Further exploration of faculty development as social practice and motivational theories is recommended.