Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development

Area of Science:

• Medical Education Research
• Academic Medicine Faculty Development
• Scholarly Publishing

Background:

• Medical educators require educational scholarship for career advancement and promotion.
• Existing faculty development programs for author development vary in design and effectiveness.
• A comprehensive review of evidence is needed to guide the creation of such programs.

Purpose of the Study:

• To characterize faculty development programs supporting educational scholarship and author development in academic medicine.
• To provide guidance for academic medicine leaders in establishing evidence-based author development initiatives.

Main Methods:

• A scoping review was conducted using multiple databases (PubMed, Scopus, Google Scholar, ProQuest).
• Searches included articles on formal instruction for scholarly writing and publishing.
• Data analysis focused on program participation, structure, content delivery, and outcomes.

Main Results:

• Twenty studies describing 18 unique programs met inclusion criteria.
• Programs were sponsored by universities, professional societies, or medical departments, often utilizing volunteers.
• Instructional methods included didactics, mentoring, and group work, with outcomes encompassing scholarly products and career advancement.

Conclusions:

• Author development programs necessitate resource investment and a supportive institutional culture.
• Experiential learning through workshops, mentoring, and peer groups is crucial for skill-building.
• These programs yield significant benefits for the academic mission in medicine.