Exploring Quality and Requirements in Faculty Development Related to Teaching

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.