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A Common Trajectory Toward a Professional Identity as a Faculty Developer.

Caleb W Kiesow1, George R Mount2, Jessica Bunin2

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Summary
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Faculty developer identity evolves through pivotal experiences like training and community. Understanding these factors aids strategic faculty development in health professions education.

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Area of Science:

  • Medical Education
  • Professional Identity Formation
  • Faculty Development

Background:

  • Professional identity is dynamic and influenced by experiences.
  • Limited research exists on health professionals identifying as faculty developers.
  • Understanding faculty developer identity impacts careers and teaching.

Purpose of the Study:

  • Examine factors influencing professional identity in faculty developers.
  • Determine if a common developmental trajectory exists for faculty developers.

Main Methods:

  • Constructivist thematic analysis with an inductive approach.
  • Semistructured interviews with 26 health professionals.
  • Iterative coding and thematic analysis of interview data.

Main Results:

  • Eight themes emerged: invitation, discovery of faculty development, educational theory, experience, community, skill transfer, credibility, and impact.
  • Faculty developer identity formation is influenced by relationships and skill acquisition.
  • A sense of greater impact emerged as a key outcome.

Conclusions:

  • Faculty developer identity journeys are variable but share pivotal experiences.
  • Programmatic elements supporting identified themes can enhance faculty development.
  • Strategic approaches are needed for faculty development in health professions education.