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Current Experiences, Expectations, and Future Roles of Faculty Development.

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Faculty development programs require personalized, flexible approaches to overcome persistent barriers. Enhancing participation involves creating community and broadening the definition of faculty development for greater impact.

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Area of Science:

  • Medical Education Research
  • Academic Medicine
  • Faculty Development

Background:

  • Faculty development (FD) programs are crucial for academic success but face complex challenges.
  • Understanding faculty perceptions is key to optimizing FD initiatives.

Purpose of the Study:

  • To explore faculty perceptions of faculty development (FD).
  • To investigate faculty experiences with FD, including its importance, barriers, and facilitators.

Main Methods:

  • A qualitative descriptive study using a social constructionist perspective.
  • Focus groups were conducted with faculty in a pediatrics department.
  • Inductive reflexive thematic analysis was applied to transcribed data.

Main Results:

  • Five major themes emerged: purpose/meaning of FD, faculty perceptions, challenges, program design/delivery, and FD vs. continuing professional development (CPD).
  • Key findings include the need for flexible, personalized FD curricula and fostering a sense of community.
  • Developing a broader, shared definition of FD is recommended.

Conclusions:

  • Barriers to accessing and utilizing FD opportunities persist.
  • Future FD initiatives should prioritize individualized, flexible, and technology-enhanced approaches to boost faculty engagement.