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Advancing faculty development in medical education: a systematic review
Karen Leslie1, Lindsay Baker, Eileen Egan-Lee
1Centre for Faculty Development, University of Toronto, Li Ka Shing International Healthcare Education Centre, St. Michael's Hospital, Toronto, Ontario, Canada. lesliek@smh.ca
Summary
This systematic review of faculty development (FD) programs in medical education found common characteristics and evaluation methods, but highlighted a need for more rigorous research. Future studies should explore interprofessional teams and contextual factors for improved FD program success.
Area of Science:
- Medical Education Research
- Faculty Development Programs
- Systematic Review Methodology
Background:
- Faculty development (FD) is crucial for enhancing medical education.
- Existing literature on FD programs requires a comprehensive assessment of its scope and quality.
- Identifying research gaps is essential for advancing the field.
Purpose of the Study:
- To detail the nature and scope of faculty development programs in medical education.
- To evaluate the quality of existing studies on faculty development.
- To identify areas and methods for future research in faculty development.
Main Methods:
- Systematic review of MEDLINE, CINAHL, and ERIC databases (1989-2010).
- Inclusion of 22 articles reporting on 21 faculty development studies.
- Data abstraction guided by a modified Kirkpatrick model.
Main Results:
- Most common FD programs were longitudinal, individual-focused, and physician-only.
- Primary aim was teaching effectiveness, with secondary aims including scholarship and leadership.
- Quantitative evaluation methods, longitudinal designs, and self-reported outcomes were prevalent.
Conclusions:
- The scope of FD literature has expanded, but requires further growth.
- Future research needs more rigorous evaluation methods.
- Investigating interprofessional teams, communities of practice, and contextual factors is recommended.
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