The CARE Inventory: A Self-Reflective, Behavior-Based Instrument to Guide Professional Development and Mentorship of...

Area of Science:

• Academic Medicine
• Faculty Development
• Medical Education

Background:

• Traditional needs assessments often rely on subjective self-reported skill levels.
• Objective and growth-focused data are crucial for effective faculty development.
• Existing methods may not adequately capture perceived competence and areas for growth.

Purpose of the Study:

• To develop and validate a behavior-based inventory for assessing faculty competence.
• To measure perceived faculty competence and desired growth areas in academic medicine.
• To provide an objective tool for faculty development and program planning.

Main Methods:

• Developed a behavior-based inventory based on literature competencies and expert vetting.
• Included domains of clinical, administrative/leadership, research, and education (CARE).
• Piloted the instrument with external faculty and revised it before data collection.

Main Results:

• The CARE Inventory was administered to 1,800 faculty members at The Ohio State University College of Medicine, yielding 350 responses (20% response rate).
• Individual reports were generated for faculty and mentors to guide professional development.
• Aggregate data informed faculty development program planning.

Conclusions:

• A behavior-based inventory provides a more self-reflective and growth-oriented assessment for faculty.
• The CARE Inventory is a scalable and generalizable instrument for needs assessment and individualized development plans.
• This tool can enhance tactical faculty development strategies in academic medical and health sciences programs.