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Defining Their Own Success: Scholars' Views After a Faculty Development Program.

Donna M D'Alessandro1, Neha H Shah2, Robert R Riss3

  • 1Professor of Pediatrics (DM D'Alessandro), University of Iowa, Iowa City, Iowa.

Academic Pediatrics
|August 1, 2022
PubMed
Summary

Academic pediatricians in a faculty development program (FDP) define success by personal attributes, mentorship, and community, not just publications. This highlights a broader view of educator achievement beyond traditional metrics.

Keywords:
career satisfactioncommunity of practicefaculty development programmedical educationprofessional identity formation

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Area of Science:

  • Medical Education
  • Faculty Development
  • Academic Pediatrics

Background:

  • The roles of medical educators are expanding, but clear career paths and definitions of success remain undefined.
  • Most studies on educator success focus on institutional perspectives, not the educators' own views.
  • This study explores academic pediatricians' self-perceptions of professional and personal success after a faculty development program.

Purpose of the Study:

  • To examine the impact of a national faculty development program (FDP) on academic pediatricians' self-described professional and personal success.
  • To understand how educators define and experience success from their own perspectives.
  • To identify key themes and factors contributing to medical educator success.

Main Methods:

  • A qualitative, cross-sectional study involving interviews with alumni of a faculty development program (2019-2021).
  • Thematic analysis was used to identify 6 key themes from interview data.
  • Fourteen scholars participated in in-depth interviews.

Main Results:

  • All 14 interviewed scholars perceived themselves as successful, citing personal attributes, resources, skill development, mentorship, networking, and community connection.
  • Success was defined by both outcome and impact measures, including mentoring, collaborations, expertise, and broadened perspectives.
  • A model integrating 3 frameworks was developed to holistically represent the data.

Conclusions:

  • Academic pediatricians in the FDP viewed themselves as successful, emphasizing impact through mentorship and collaboration alongside traditional metrics like publications and promotions.
  • These findings offer insights for self-assessment, faculty development program enhancement, and strategic investment in faculty educators.
  • The study underscores the importance of recognizing diverse definitions of success in medical education.