How to Build It So They'll Come: Faculty Opinion on Faculty Development

Area of Science:

• Medical Education
• Faculty Development
• Internal Medicine

Background:

• Low resident satisfaction with faculty evaluation and feedback is a concern.
• Effective faculty development interventions must be accessible and acceptable to improve skills.

Purpose of the Study:

• To assess Internal Medicine faculty satisfaction with evaluation and feedback.
• To determine faculty interest in faculty development and preferred formats.
• To identify barriers to faculty development participation.

Main Methods:

• A survey was administered to 145 Internal Medicine faculty at Warren Alpert Medical School.
• The survey assessed demographics, opinions on evaluation/feedback, and interest in faculty development.
• Statistical analyses identified differences between specialty and non-specialty faculty.

Main Results:

• Only 70% of faculty were satisfied with evaluation skills and 59% with feedback skills.
• 32% expressed limited interest in faculty development; non-specialty faculty showed more interest than subspecialty faculty (p=0.02).
• Preferred formats included short electronic audio slideshows, with 38% reporting participation barriers.

Conclusions:

• Faculty recognize the importance of evaluation and feedback but report dissatisfaction with their own skills.
• Subspecialty faculty demonstrate lower interest in faculty development compared to non-specialty faculty.
• Novel, engaging faculty development strategies are needed to address participation barriers and improve skill satisfaction.