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A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of
William T Branch1, Richard M Frankel, Janet P Hafler
1W.T. Branch Jr is Carter Smith Sr Professor of Medicine, Emory University School of Medicine, Atlanta, Georgia. R.M. Frankel is professor of medicine, Indiana University School of Medicine, Indianapolis, Indiana, and is affiliated with the Education Institute, Cleveland Clinic, Cleveland, Ohio. J.P. Hafler is professor of pediatrics, Yale University School of Medicine, New Haven, Connecticut. A.B. Weil is professor of medicine, University of North Carolina Chapel Hill School of Medicine, Chapel Hill, North Carolina. M.C. Gilligan is associate professor of medicine, Medical College of Wisconsin, Milwaukee, Wisconsin. D.K. Litzelman is professor of medicine, Indiana University School of Medicine, Indianapolis, Indiana. M. Plews-Ogan is associate professor of medicine, University of Virginia School of Medicine, Charlottesville, Virginia. E.A. Rider is assistant professor of pediatrics, Harvard Medical School, and director of academic programs, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, both in Boston, Massachusetts. L.G. Osterberg is associate professor of medicine (teaching), Stanford University School of Medicine, Palo Alto, California. D. Dunne is associate professor of medicine, Yale University School of Medicine, New Haven, Connecticut. N.B. May is associate professor of research, University of Virginia, Charlottesville, Virginia. A.R. Derse is Julia and David Uihlein Professor of Medical Humanities, professor of bioethics and emergency medicine, and director, Center for Bioethics and Medical Humanities, Medical College of Wisconsin, Milwaukee, Wisconsin.
A faculty development program enhanced medical humanism and professional identity in 993 participants across 30 institutions. This longitudinal study shows its lasting impact on medical education.
Area of Science:
- Medical Education
- Faculty Development
- Professionalism Studies
Background:
- Humanistic teaching and role modeling are crucial for medical education.
- A longitudinal faculty development program was implemented to enhance these skills.
- The program aimed to foster professional development among medical faculty.
Purpose of the Study:
- To describe the long-term outcomes of a small-group faculty development program.
- To evaluate the program's impact on humanistic teaching and professional identity.
- To assess the program's potential as a model for other institutions.
Main Methods:
- A yearlong, small-group program with narrative reflection and skills training.
- Facilitated sessions met twice monthly, focusing on humanistic teaching and role modeling.
- Evaluations included learner ratings and qualitative analysis of participant progression.
Main Results:
- Faculty participants showed significantly improved medical humanism scores compared to controls.
- Qualitative data indicated progression in professional identity formation among participants.
- High engagement and attendance suggest program effectiveness and scalability.
Conclusions:
- The faculty development program effectively enhanced medical humanism and professional identity.
- The program's structure and outcomes support its adoption as an institutional model.
- Trained faculty can drive initiatives to improve humanistic professional development in medical education.