Transforming individuals and institutions through competency-based faculty development

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.