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Faculty development practices in Canadian medical schools.

P J McLeod

    CMAJ : Canadian Medical Association Journal = Journal De L'Association Medicale Canadienne
    |April 1, 1987
    PubMed
    Summary

    Canadian medical schools utilize faculty development programs for sabbaticals and instructional skills. Key challenges include underfunding, low participation, and insufficient instructor evaluation.

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    Area of Science:

    • Medical Education
    • Faculty Development

    Background:

    • Faculty development programs are crucial for enhancing medical education.
    • Organized programs aim to support faculty in teaching and professional growth.

    Purpose of the Study:

    • To evaluate the utilization and effectiveness of faculty development programs in Canadian medical schools.
    • To identify common practices and challenges associated with these programs.

    Main Methods:

    • Survey of twelve Canadian medical schools with established faculty development programs.
    • Data collection on program usage, common practices, and perceived effectiveness.

    Main Results:

    • Sabbaticals and instructional skills programs are frequently utilized.
    • Significant challenges identified include underfunding, poor participant engagement, and inadequate evaluation of instructors.

    Conclusions:

    • While faculty development programs are established, their effectiveness is hampered by systemic issues.
    • Addressing underfunding and improving participation and evaluation are critical for optimizing these programs.

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