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Area of Science:

  • Medical Education
  • Faculty Development
  • Anesthesiology

Background:

  • Faculty development is crucial but often hindered by clinical duties.
  • Oregon Health & Science University's Anesthesiology department implemented protected time for resident academic half-day (AHD).
  • A novel faculty development course was designed to coincide with the AHD schedule.

Purpose of the Study:

  • To assess the feasibility and satisfaction of a novel faculty development course.
  • To evaluate the impact of the course on faculty behavior and professional identity.
  • To apply Kern's 6-step approach to curriculum development.

Main Methods:

  • A needs assessment informed curriculum development by medical education experts.
  • Five participants completed pre-intervention, daily, and post-intervention surveys.
  • Feasibility was measured by attendance rates; satisfaction and behavioral changes were assessed via surveys and thematic analysis using Kirkpatrick's model.

Main Results:

  • All participants reported high satisfaction with the course.
  • Attendance exceeded 50%, with absences primarily due to clinical or personal reasons.
  • Participants reported behavioral changes and development of clinician educator professional identities.

Conclusions:

  • The pilot faculty development course, delivered during protected work hours, proved feasible and highly satisfactory.
  • Thematic analysis indicated the course positively influenced faculty behavior and professional identity.
  • Further qualitative research is planned to explore the long-term impact on behavior and identity.