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Transforming individuals and institutions through competency-based faculty development.

Mariah L Robertson1, Joseph Cofrancesco1, Rachel B Levine1

  • 1Johns Hopkins Medicine, Johns Hopkins University, Baltimore, MD, United States.

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|July 15, 2025
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Summary
This summary is machine-generated.

Competency-based faculty development (FD) frameworks enhance health professions education by supporting educators and driving institutional change. Implementing these frameworks improves faculty recognition, retention, and overall educational quality.

Keywords:
academic promotioncompetency-based educationfaculty developmenthealth professions educationmedical education

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Health Professions Education

Background:

  • Faculty development (FD) is crucial for improving health professions education and healthcare quality.
  • Traditionally focused on teaching, FD now encompasses leadership, scholarship, and systemic change.
  • Competency-based frameworks offer a structured approach to faculty growth and institutional advancement.

Purpose of the Study:

  • To advocate for competency-based faculty development (FD) frameworks in health professions education.
  • To demonstrate how these frameworks can foster individual educator development and institutional transformation.
  • To share practical insights from adapting global models to local contexts, using Johns Hopkins School of Medicine as a case study.

Main Methods:

  • Reviewing global faculty development competency frameworks.
  • Developing and implementing a locally tailored competency framework at Johns Hopkins School of Medicine.
  • Defining six core educator domains and associated metrics within the framework.

Main Results:

  • The competency framework implementation led to significant changes in FD offerings, educator recognition, and promotion processes.
  • Key lessons emphasize making educator work visible, aligning FD with promotion, offering flexible programming, and engaging stakeholders.
  • Adapting frameworks to local contexts clarifies values, supports tailored programming, and advocates for educational excellence.

Conclusions:

  • Competency-based FD frameworks are strategic tools for enhancing faculty satisfaction, retention, and institutional impact.
  • A systems-oriented approach integrating shared standards with local relevance is essential for elevating educational practice and culture.
  • Adoption of these frameworks can catalyze institutional transformation and strengthen the healthcare system through improved education.