Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program:...

To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members.

A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES).

Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1).

A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members.