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Collaborating to Enhance Faculty Development through Structured Funding.

Jennifer L Hsu1, Tim Ridgway2, Jason Kemnitz2

  • 1Internal Medicine, University of South Dakota Sanford School of Medicine, Sioux Falls, South Dakota.

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A new faculty development program at the University of South Dakota Sanford School of Medicine (SSOM) successfully increased participation by funding external programs. Participants reported enhanced networking, leadership, and career opportunities, with some achieving academic promotion.

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Area of Science:

  • Academic Medicine
  • Faculty Development
  • Medical Education

Background:

  • Faculty development is crucial for academic medical institutions.
  • Time and financial constraints limit faculty participation in development programs.
  • The University of South Dakota Sanford School of Medicine (SSOM) developed a novel funding process to address these limitations.

Purpose of the Study:

  • To describe a new policy and process implemented by SSOM to support faculty participation in external development programs.
  • To evaluate the impact of this funding mechanism on faculty engagement and career progression.

Main Methods:

  • The SSOM Office of Continuing Professional Development (OCPD) established a funding process in 2014.
  • A subcommittee reviewed applications based on benefits to the individual and institution.
  • Funded faculty were required to disseminate acquired knowledge to colleagues.

Main Results:

  • Seventeen faculty members received funding, with demographics mirroring the SSOM community.
  • The majority of participants were female (70%) and assistant professors (53%).
  • Participants reported increased networking, leadership experience, and career opportunities; five achieved academic promotion.

Conclusions:

  • The funding mechanism significantly boosted faculty engagement in external development programs.
  • Implementation challenges led to revisions in the application process, demographic tracking, and knowledge dissemination confirmation.