The systematic approach to faculty development activities for biomedical educators.

Area of Science:

• Medical Education
• Faculty Development
• Higher Education Pedagogy

Background:

• Continuing professional development (CPD) encompasses a broad range of skills for high-quality medical practice.
• Continuing medical education (CME) specifically targets physicians' knowledge and skills expansion.
• Basic science faculty require competencies in management, teaching, assessment, curriculum development, and research.

Purpose of the Study:

• To evaluate the outcomes of faculty development initiatives at Avalon University School of Medicine.
• To examine the optimal approach for faculty development activities.

Main Methods:

• A quantitative, cross-sectional survey study was conducted.
• Thirteen basic science faculty members participated in various development activities (courses, workshops, training) from 2015.
• A Likert scale questionnaire assessed changes in knowledge and skills related to teaching, assessment, educational scholarship, and scholarly activities.

Main Results:

• A 100% response rate was achieved among the thirteen faculty members.
• Faculty reported increased knowledge and skills in teaching and assessment methods.
• 70% of faculty engaged in designing course learning objectives; 100% were aware of and implementing diverse teaching and assessment methods.

Conclusions:

• Faculty development initiatives at Avalon University School of Medicine proved effective in enhancing faculty competencies.
• Department chairs can effectively lead faculty development activities in larger institutions.