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The case for faculty development: A realist evaluation
Dominic Proctor1, David Leeder1, Karen Mattick1
1University of Exeter Medical School, College of Medicine and Health, University of Exeter, Exeter, UK.
Medical Education
|May 1, 2020
Summary
Investing in faculty development can improve educational outcomes, but the mechanisms are complex. This study reveals how context influences faculty engagement and outcomes, offering evidence-based strategies for better program design and impact on students.
Area of Science:
- Medical Education Research
- Health Professions Education
- Educational Psychology
Background:
- Faculty development investments often lack evidence-based justification.
- Understanding the mechanisms linking faculty development to educational outcomes is crucial.
Purpose of the Study:
- To explore the mechanisms through which faculty development investment leads to improved educational outcomes for staff and students.
- To provide evidence-based recommendations for faculty development program design.
Main Methods:
- A three-phase realist evaluation was conducted.
- Phase 1: Developed initial program theory from literature.
- Phases 2 & 3: Conducted 32 realist interviews and developed recommendations.
Main Results:
- Faculty development programs are complex and context-dependent.
- Contextual factors (e.g., accreditation, learning culture) influence faculty engagement and outcomes (e.g., competence, satisfaction).
- These staff outcomes can ultimately benefit students.
Conclusions:
- Faculty development effectiveness is shaped by context and individual faculty experiences.
- Recommendations include clear implementation strategies, transparent communication, and efficacy evaluation.
- This study enhances understanding of evidence-based interventional strategies in faculty development.
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