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Related Experiment Videos

Testing a model of academic career development.

D E Swee1, R O Winter, B L Hammond

  • 1Department of Family Medicine, UMDNJ-Robert Wood Johnson Medical School, New Brunswick.

Family Medicine
|September 1, 1989
PubMed
Summary
This summary is machine-generated.

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New faculty professional identity is shaped by personal and resident learner issues, not institutional ones, during early career stages. Key concerns include role modeling, teaching skills, and clinical competency.

Area of Science:

  • Medical Education
  • Faculty Development
  • Professional Identity Formation

Background:

  • The Knopke and Anderson professional identity model posits personal and resident learner issues are key to faculty development.
  • The model suggests institutional issues are less influential in early faculty years.

Purpose of the Study:

  • To survey current faculty members to validate the Knopke and Anderson professional identity model.
  • To identify the primary concerns and developmental needs of new faculty members.

Main Methods:

  • Survey of current faculty members.
  • Analysis of faculty concerns regarding professional identity and developmental needs.

Main Results:

  • The study confirmed the Knopke and Anderson model's predictions.

Related Experiment Videos

  • New faculty concerns include role modeling, teaching skills, and clinical competency.
  • Faculty from training programs emphasized resident-faculty relationships more than those from practice.

    • Conclusions:

    • The professional identity model is supported by current faculty experiences.
    • New faculty development should focus on personal and resident learner issues.
    • The demographic of family medicine faculty is shifting, with more entering directly from training programs.