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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.

The Journal of Continuing Education in the Health Professions
|January 24, 2024
PubMed
Summary
This summary is machine-generated.

Few US medical schools have faculty development related to teaching (FDT) requirements, but faculty perceive value in them. This study benchmarks FDT requirements and offers recommendations for improvement.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Pedagogy

Background:

  • The landscape of faculty development related to teaching (FDT) requirements in medical schools is largely unknown.
  • This study investigates national FDT requirements and local faculty perceptions.

Purpose of the Study:

  • To assess the national prevalence of FDT requirements in US medical schools.
  • To understand faculty perceptions of existing FDT requirements within their institutions.

Main Methods:

  • Electronic surveys were sent to Faculty Affairs Offices at US medical schools to identify FDT requirements.
  • A separate survey was distributed to faculty at one medical school to gather their perceptions on FDT requirements.

Main Results:

  • Approximately 33% of US medical schools responded, with few reporting formal FDT requirements.
  • Significant variation exists in required hours, activities, and noncompliance consequences.
  • Many faculty, even from schools without requirements, saw value in implementing them, and local faculty reported improved teaching skills.

Conclusions:

  • This research establishes a national benchmark for FDT requirements in medical education.
  • Findings provide insights for optimizing and improving FDT requirements.
  • Five recommendations are proposed for medical schools considering FDT requirements.