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Exploring Quality and Requirements in Faculty Development Related to Teaching
Mariah Rudd1, Shari Whicker, R Brock Mutcheson
1Ms. Rudd: Director, Office of Continuing Professional Development, Carilion Clinic, and Instructor, Department of Obstetrics and Gynecology, Virginia Tech Carilion School of Medicine, Roanoke, VA; Dr. Whicker: Senior Director, Office of Continuing Professional Development, Carilion Clinic, Assistant Dean, Faculty Development, and Associate Professor, Department of Pediatrics, Virginia Tech Carilion School of Medicine, Roanoke, VA; Dr. Mutcheson: Assistant Dean, Assessment and Program Evaluation, Virginia Tech Carilion School of Medicine, Roanoke, VA; Dr. Nagler: Assistant Director, Trauma Education Programs, American College of Surgeons Durham, NC; Dr. Musick: Senior Dean, Faculty Affairs, and Professor, Internal Medicine, Virginia Tech Carilion School of Medicine, Roanoke, VA.
Background:
Little is known about medical school requirements for faculty development related to teaching (FDT) in medical education. This study examined the national landscape and local faculty perceptions of their own institution's FDT requirement.
Methods:
An electronic survey was disseminated to Faculty Affairs Offices in US medical schools to assess FDT requirements. A second survey was distributed to faculty within one medical school to gauge faculty perceptions related to existing FDT requirements.
Results:
Responses were received from approximately 33% of US medical schools and 36% of local faculty. Few responding medical schools had formal FDT requirements. There was a wide range variation of hours and activities necessary to satisfy existing requirements and consequences for noncompliance. For respondents from schools that did not have a requirement, many saw value in considering a future requirement. Many local faculty agreed that the FDT requirement improved their teaching skills. When asked to share other thoughts about the FDT requirement, several qualitative themes emerged.
Conclusion:
This study helps establish a national benchmark for the status of FDT requirements in medical education and revealed information on how to optimize and/or improve such requirements. The authors offer five recommendations for schools to consider regarding FDT.
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