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Viewing faculty development through an organizational lens: Sharing lessons learned.

Klodiana Kolomitro1, Joanne Hamilton2, Karen Leslie3

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Summary
This summary is machine-generated.

Organizational factors significantly impact faculty development (FD) effectiveness. Understanding institutional context is crucial for faculty developers to succeed in their roles and contribute to educational missions.

Keywords:
Best evidence medical educationcontinuingpostgraduatestaff developmentteaching & learningundergraduate

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Area of Science:

  • Medical Education
  • Organizational Psychology

Background:

  • Faculty Development (FD) is vital for educational support, particularly during change.
  • Institutional context significantly influences the effectiveness of FD initiatives.
  • Understanding how organizational factors affect faculty developers' capacity is essential.

Purpose of the Study:

  • To explore how organizational factors constrain or enhance the capacity of faculty developers.
  • To analyze the role of institutional context in faculty development.

Main Methods:

  • Survey research methodology was employed.
  • Data were collected from FD leaders at Canadian medical schools.
  • Bolman and Deal's four frames (Symbolic, Political, Structural, Human Resource) were used for analysis.

Main Results:

  • Lack of unit identity (Symbolic) and leadership instability (HR) were constraining factors.
  • Developing visibility (Political) and expanding scope (Structural) were enhancing factors, but required resources and recognition.
  • Organizational factors present both opportunities and challenges for FD leaders.

Conclusions:

  • Broadening the mandate of FD is positive but requires adequate resourcing.
  • Recognition of FD as a valued contributor to the educational mission is imperative.
  • Institutional context must be considered to optimize faculty development effectiveness.