Preparing Clinicians for Roles in Academic Teaching: A Model for Clinical Associated Faculty Development

Area of Science:

• Medical Education
• Physical Therapy Education
• Faculty Development

Background:

• Clinical associated faculty (CAF) in Doctor of Physical Therapy (DPT) programs often lack formal educator training.
• This gap can lead to inconsistent teaching and negatively impact student learning outcomes.
• Targeted professional development is crucial for enhancing the educational skills of CAF.

Purpose of the Study:

• To describe the development, implementation, and evaluation of a faculty development program specifically for CAF.
• To assess the program's impact on teaching confidence and skill acquisition.
• To provide a replicable model for other DPT programs.

Main Methods:

• A longitudinal faculty development program was designed and implemented at two universities (University of Colorado and Creighton University).
• Content was informed by literature, DPT core concepts, and excellence in DPT education constructs.
• Changes in teaching confidence were measured using the Nurse Educator Skill Acquisition Assessment (NESAA) in a pre-test/post-test design.

Main Results:

• Significant increases in NESAA scores were observed in participants from both universities (P < .05).
• Student course evaluations showed a decrease in negative comments regarding teaching inconsistencies.
• Participants reported an overall positive perception of the faculty development program.

Conclusions:

• A faculty development program for CAF was successfully developed and implemented across two institutions.
• The program effectively enhanced teaching confidence and skills among CAF.
• This model serves as a template for other DPT programs to address faculty development needs.