Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education: A system-based approach

Area of Science:

• Medical Education
• Health Professions Education
• Faculty Development

Background:

• Clinicians often lack formal teaching skills acquired during health professional education.
• Effective clinical teaching is crucial for successful clerkships and professional readiness.
• Sustained engagement in faculty development programs is a significant challenge for clinical teachers.

Purpose of the Study:

• To provide practical strategies for designing large-scale faculty development programs for clinical teachers.
• To address barriers hindering participation and success in faculty development initiatives.
• To offer tools for upscaling faculty development programs using systems theory.

Main Methods:

• The article presents twelve practical tips for faculty development program design.
• It advocates for applying systems theory to analyze and overcome implementation barriers.
• Focuses on regulatory, institutional, and individual factors influencing program delivery.

Main Results:

• Systems theory provides a framework to identify and mitigate risks in faculty development.
• Addressing competing organizational priorities is key to sustained engagement.
• The twelve tips offer a structured approach to program design and upscaling.

Conclusions:

• Faculty development programs are essential for equipping clinical teachers with necessary pedagogical skills.
• A systems-based approach is vital for overcoming challenges in implementing and sustaining these programs.
• Effective faculty development enhances the quality of clinical education and prepares future health professionals.