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SUPPORTING THE PROFESSIONAL DEVELOPMENT OF FACULTY TEACHERS.
1ATLANTA, GEORGIA.
Transactions of the American Clinical and Climatological Association
|September 14, 2019
Summary
This study shows a faculty development program significantly improved humanistic teaching and role modeling among medical educators. The program proved feasible and generalizable, enhancing professional identity formation in participants.
Area of Science:
- Medical Education
- Faculty Development
- Humanistic Teaching
Background:
- Humanistic teaching and role modeling are crucial for medical education.
- A need exists for effective faculty development programs to enhance these skills.
Purpose of the Study:
- To design and implement a longitudinal faculty development program to improve humanistic teaching and role modeling.
- To evaluate the program's effectiveness, feasibility, and generalizability.
- To explore the program's impact on professional identity formation.
Main Methods:
- A longitudinal program was implemented across 30 medical schools.
- Over 1,000 faculty members and 50 facilitators participated.
- Learner ratings on a validated questionnaire and analysis of personal narratives were used for evaluation.
Main Results:
- Participants demonstrated superior humanistic teaching compared to controls.
- High attendance (≥80%) and low dropout rates indicated feasibility and generalizability.
- Preliminary narrative analysis suggested advancement in professional identity formation.
Conclusions:
- The faculty development program effectively improved humanistic teaching and role modeling.
- The program is feasible and generalizable across diverse medical school settings.
- Further research should explore the impact on professional identity formation.
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