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Implementation and Utilization of a Web-Based Departmental Annual Faculty Review Program.

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Academic medical centers can improve faculty development by implementing a standardized, web-based annual career review (FACR) process. This system tracks goals, identifies needs, and supports targeted professional growth initiatives for faculty.

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Faculty Development

Background:

  • Academic medical centers (AMCs) aim to support faculty professional development through routine assessment.
  • Large departments with diverse roles face challenges in standardizing faculty assessment.
  • Existing methods often lack systematic tracking and data for targeted initiatives.

Purpose of the Study:

  • To develop and implement a standardized, web-based Faculty Annual Career Review (FACR) process.
  • To enable trackable review of professional goals and development barriers.
  • To provide longitudinal data for identifying and targeting faculty development needs.

Main Methods:

  • Development and deployment of a web-based FACR system in a large AMC's Department of Medicine (1400 faculty, 22 divisions).
  • Initiation of the FACR process in 2008.
  • Utilization of FACR data for division benchmarking, individual career opportunity targeting, and longitudinal trend analysis (including gender subanalysis).

Main Results:

  • Successful implementation and utilization of the web-based FACR process.
  • Demonstrated use of FACR data for targeted faculty development initiatives.
  • Collected data allowed for systematic evaluation, reflection, and identification of development needs.

Conclusions:

  • A standardized, web-based FACR program can be successfully developed and implemented in large AMCs.
  • The FACR process facilitates systematic evaluation and reflection on faculty professional development.
  • Data generated by the FACR system can effectively target faculty development initiatives.