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Faculty development: From rubies to oak.

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  • 1Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada.

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Summary
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Faculty development in health professions education has grown significantly over 40 years, focusing on teaching improvement. Future trends suggest broadening scope to academic development and incorporating diverse, innovative approaches.

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Area of Science:

  • Health Professions Education
  • Medical Education Research
  • Faculty Development Studies

Background:

  • Faculty development has been integral to health professions education for four decades.
  • The journal Medical Teacher has documented this evolution since its inception.
  • Understanding historical trends informs future directions in faculty development.

Purpose of the Study:

  • To analyze the trajectory of faculty development publications in Medical Teacher over 40 years.
  • To identify dominant themes and approaches in published faculty development initiatives.
  • To highlight emerging trends and recommend future directions for the field.

Main Methods:

  • Systematic review of all Medical Teacher issues.
  • Search terms included 'faculty development,' 'staff development,' 'professional development,' and 'in-service training.'
  • Analysis of 145 articles specifically addressing faculty development.

Main Results:

  • A substantial increase in faculty development publications over 40 years was observed.
  • The primary focus has been on teaching improvement using traditional methods like workshops.
  • The international scope of faculty development initiatives is a notable characteristic.

Conclusions:

  • Faculty development should expand beyond teaching to encompass broader academic development.
  • Innovative approaches such as peer coaching and communities of practice should be integrated.
  • A competency-based framework and a focus on organizational development are recommended for future faculty development efforts.