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A Review of Programs, Components and Outcomes in Biomedical Research Faculty Development
Stacey A Teruya1, Shahrzad Bazargan-Hejazi2, Mona Mojtahedzadeh3
1Assistant Professor, Division of Endocrinology, Department of Internal Medicine at Charles R. Drew University of Medicine and Science, and Adjunct Assistant Professor at the David Geffen School of Medicine at the University of California at Los Angeles (UCLA).
International Journal of University Teaching and Faculty Development
|June 30, 2015
Summary
Mentoring and guided learning are effective faculty development strategies for biomedical researchers. Future research should use prospective, randomized studies with quantitative metrics to identify success factors.
Area of Science:
- Biomedical research
- Faculty development
- Higher education
Background:
- Current faculty development programs for biomedical researchers vary widely.
- There is a need to synthesize existing programs to enhance faculty competency and competitiveness.
Purpose of the Study:
- To review, compare, and synthesize current faculty development programs and their components.
- To identify effective strategies for less-established biomedical research faculty.
Main Methods:
- Systematic literature review of research faculty development programs.
- Analysis of program types, components, outcomes, and limitations.
Main Results:
- Nineteen articles met inclusion criteria; most studies were observational and lacked control groups.
- Mentoring emerged as the most successful program type.
- Guided and participatory learning were the most effective enabling mechanisms.
Conclusions:
- Current evidence is limited by study design and lack of uniform metrics.
- Future research should prioritize prospective, randomized studies with quantitative criteria.
- Investigating individual, human factors is crucial for predicting faculty success.
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