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Frameworks to Guide Faculty Development for Health Professions Education: A Scoping Review.

Drew Fallis1, Scott Irwin, Ronald Cervero

  • 1Dr. Fallis: Associate Dean for Faculty Affairs, Uniformed Services University, Postgraduate Dental College, Professor of Orthodontics, Diplomate of the American Board of Orthodontics. Dr. Irwin: Director, Tri-Service Center for Oral Health Studies, Military Consultant to the AF Surgeon General for Dental Public Health, Assistant Professor, Uniformed Services University, Postgraduate Dental College, Diplomate, American Board of Dental Public Health. Dr. Cervero: Professor and Deputy Director Center for Health Professions Education (CHPE), Uniformed Services University. Dr. Durning: Director, Center for Health Professions Education (CHPE), Professor and Vice Chair, Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University.

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Summary
This summary is machine-generated.

Faculty development programs in health professions education rarely use explicit definitions, learning theories, or established frameworks. Competency-based approaches and developmental structures are also uncommon in current practices.

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Area of Science:

  • Medical Education Research
  • Health Professions Education
  • Faculty Development

Background:

  • Faculty development (FD) programs are crucial for enhancing teaching and learning in health professions education.
  • The theoretical underpinnings and structural frameworks guiding these programs are not well-understood.
  • Exploring existing literature can reveal current practices and identify areas for improvement.

Purpose of the Study:

  • To explore the use of explicit definitions, competency frameworks, and learning theories in health professions education faculty development programs.
  • To analyze the thematic focus, scope, and design structure of identified faculty development frameworks.

Main Methods:

  • A scoping review of health professions education literature published between 2005 and 2020 was conducted.
  • Identified frameworks were characterized by their thematic focus, targeted faculty scope, and design structure.
  • Framework domains were grouped into topical categories for analysis.

Main Results:

  • Only 4.3% of reviewed articles explicitly used learning theory, and 13% included an explicit definition of faculty development.
  • A significant portion of frameworks were novel (52.2% based on existing outlines, 43.5% de novo).
  • Few programs targeted multiple health professions (21.7%), and only two frameworks included a developmental component.

Conclusions:

  • There is limited evidence of explicit definitions, learning theories, or pre-established frameworks guiding faculty development programs.
  • The integration of competency-based approaches (e.g., entrustable professional activities) and developmental structures is infrequent.
  • Future faculty development programs could benefit from stronger theoretical foundations and structured, progressive designs.