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A Robust Faculty Development Program for Medical Educators: A Decade of Experience.

Sarah B Merriam1, Rachel Vanderberg1, Melissa A McNeil1

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This faculty development program (FDP) fosters a community for medical educators and enhances their skills across key competencies. The program successfully meets established faculty development standards.

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Area of Science:

  • Medical education
  • Faculty development
  • Professional identity formation

Background:

  • Faculty development programs (FDPs) are crucial for medical educators' professional growth.
  • Competency-based frameworks guide skill development in clinical practice, teaching, and scholarship.
  • Novel FDPs require clear context, content, and evolution for effective implementation.

Purpose of the Study:

  • To outline the context, content, and evolution of a novel faculty development program.
  • To map FDP conferences to established faculty development competencies.
  • To identify implementation steps and demonstrate program outcomes.

Main Methods:

  • A 4-conference FDP held weekly since 2007 at the University of Pittsburgh School of Medicine.
  • Conferences included: Academy of Master Educators, Medical Education Research, Journal Club, and Research Methods.
  • Outcomes and participant demographics were analyzed over four academic years (2014-2018).

Main Results:

  • The FDP successfully met all established competencies for medical educators.
  • Participants were diverse in academic rank and specialty.
  • The program was well-attended by both presenters and attendees.

Conclusions:

  • The integrated FDP cultivates a community among medical educators.
  • The program effectively develops faculty skills aligned with established competencies.
  • This model provides a framework for implementing similar faculty development initiatives.