Faculty Development for the People: Workplace-Based Solutions for Busy Clinicians.

Area of Science:

• Medical Education
• Workplace Learning Theory
• Faculty Development

Background:

• Many clinicians in clinical learning environments (CLEs) lack formal educator training.
• Faculty development initiatives often fail to reach clinicians not identifying as educators.
• Billet's theory on workplace learning guided this initiative.

Purpose of the Study:

• To implement and evaluate a proof-of-concept project for workplace-based faculty development.
• To augment the teaching skills of clinicians within their clinical learning environments (CLEs).
• To assess the feasibility and impact of delivering faculty development directly in the clinical setting.

Main Methods:

• Recruited 22 faculty champions across 8 clinical departments.
• Developed core feedback skills materials, adapted by champions for diverse CLEs.
• Utilized varied delivery methods: online modules, posters, and workshops during meetings.

Main Results:

• High faculty participation and satisfaction when development was embedded in existing meetings.
• Increased self-perceived competence among participating faculty.
• Challenges included variable uptake influenced by departmental priorities and incentives.

Conclusions:

• The project successfully integrated ongoing workplace-based faculty development.
• A central 'hub' with adaptable 'spoke' activities supports diverse institutional needs.
• Lessons learned can guide other institutions in expanding faculty development reach to busy clinicians.