Faculty Development Advancements-Lessons Learned in a Time of Change.

Area of Science:

• Medical Education
• Digital Learning
• Faculty Development

Background:

• The COVID-19 pandemic necessitated a rapid transition of medical faculty development (FD) to virtual platforms.
• In-person engagement was limited, prompting innovative approaches to deliver educational content.

Purpose of the Study:

• To evaluate the transition and effectiveness of virtual faculty development (VFD) in medical schools.
• To identify key strategies for delivering quality VFD and ensure continuous improvement.

Main Methods:

• Utilized disruptive innovation theory and Keller's ARCS model (Attention, Relevance, Confidence, Satisfaction) for reflection.
• Analyzed reflections from nine faculty developers on their VFD experiences.
• Documented improvements in access, collaboration, and quality of VFD offerings.

Main Results:

• Medical schools successfully delivered quality VFD by leveraging national/international experts and recorded sessions.
• Collaboration across institutions and growing comfort with virtual platforms enhanced VFD.
• The ARCS model provided a framework for understanding and improving VFD motivational aspects.

Conclusions:

• Virtual faculty development offers improved access, collaboration, and cost-effectiveness.
• The convenience and accessibility of VFD suggest its persistence beyond the pandemic.
• Continuous quality improvement strategies are essential for optimizing VFD offerings.