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Faculty development committee: Evolution through engagement and empowerment
Alexa Sabedra1, Caroline Freiermuth1, Sally Santen1
1Emergency Medicine University of Cincinnati College of Medicine Cincinnati Ohio USA.
Introduction:
Burnout and faculty disengagement are critical challenges in academic emergency medicine (EM), with burnout rates as high as 70% among emergency physicians. These issues, worsened by the COVID-19 pandemic and workforce shifts, lead to decreased professional satisfaction and increased attrition. Addressing these concerns is vital to fostering a supportive, equitable, and growth-oriented environment for faculty.
Objective:
The faculty development committee (FDC) was established to empower faculty to address professional development, inclusivity, transparency, and wellness through innovative and collaborative initiatives.
Methods:
Faculty needs were identified based on data from a biannual department culture survey. Findings revealed key areas for improvement, including career advancement, wellness, and equity, among others. A faculty-driven approach was used to design and implement initiatives, including a mentorship program, educational curriculum, equity assessments, and flexible scheduling policies. The biannual survey and informal feedback solicitation were used to evaluate outcomes and refine interventions.
Results:
The mandatory mentorship program accelerated promotions, including the historic advancement of female faculty to full professor roles. The faculty education curriculum enhanced breadth of knowledge and clinical skills, leading to increased satisfaction with educational opportunities (45% in 2022 vs. 35% in 2020). Transparent policies on leadership roles and salary equity improved inclusivity and fairness. Flexible scheduling accommodations, including age and pregnancy/lactation status-based shift exemptions, expanded vacation and holiday options, and extended parental leave, improve work-life balance and faculty engagement. Surveys demonstrated improvements in departmental culture and satisfaction.
Conclusion:
The FDC effectively addressed wellness, equity, and professional growth in an academic EM group by implementing faculty-centered and faculty-driven solutions. The committee's work has fostered a supportive, inclusive, and development-focused environment, serving as a model for addressing similar challenges in academic institutions.
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