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Related Experiment Video

Updated: Jun 4, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Reframing research on faculty development.

Patricia S O'Sullivan1, David M Irby

  • 1Department of Medicine, and director of educational research and faculty development, Office of Medical Education, UCSF School of Medicine, San Francisco, California 94143-0410, USA. patricia.osullivan@ucsf.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|February 25, 2011
PubMed
Summary
This summary is machine-generated.

This study revises faculty development models by incorporating insights from related fields. It proposes a new framework focusing on both faculty development participants and workplace teaching communities for richer research.

Related Experiment Videos

Last Updated: Jun 4, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

  • Medical Education Research
  • Professional Development Studies
  • Workplace Learning

Background:

  • Current faculty development research yields limited generalizable knowledge.
  • Existing research often focuses narrowly on individual participants.
  • There's a need to integrate knowledge from related fields like teacher education and quality improvement.

Purpose of the Study:

  • To enrich faculty development research by integrating insights from related disciplines.
  • To propose a revised, expanded model for conceptualizing faculty development (professional development).
  • To identify new research questions and recommendations for advancing health professions education research.

Main Methods:

  • Analysis of current faculty development research in medical education.
  • Examination of research from teacher education, quality improvement, continuing medical education, and workplace learning.
  • Development of an expanded conceptual model for faculty professional development.

Main Results:

  • An expanded model for faculty professional development is proposed.
  • The model emphasizes two key communities of practice: faculty development participants and workplace teaching environments.
  • Key components for each community (participants, program, context, relationships, culture, mentoring) are identified.

Conclusions:

  • Faculty development research requires a broader perspective, integrating individual and community-level factors.
  • The expanded model provides a framework for generating more robust and applicable research questions.
  • Recommendations include establishing a national center for health professions education research to enhance the field.