Effectiveness of a Structured Curriculum-Based Developmental Network Intervention

Area of Science:

• Academic Medicine
• Faculty Development
• Social Network Analysis

Background:

• Developmental networks are vital for faculty career advancement in academic medicine.
• A lack of randomized controlled trials (RCTs) exists for structured developmental network interventions.

Purpose of the Study:

• To assess the effectiveness of a structured curriculum-based developmental network intervention on self-reported faculty network measures.
• To utilize a randomized controlled trial (RCT) design to evaluate the intervention's impact.

Main Methods:

• A digital community of practice (Project ECHO) model delivered the intervention.
• Social Cognitive Theory provided the theoretical framework for mentor development.
• Mentors were randomized into three groups: intervention, control (mentor development program only), and pure control.

Main Results:

• Most network outcomes did not differ significantly between groups over time.
• Network density and gender diversity increased at 24 months in intervention and control groups.
• Racial/ethnic diversity and range decreased in the intervention group at 12 and 24 months.

Conclusions:

• The structured developmental network intervention showed limited impact on most faculty network measures.
• Strategic network planning and extended follow-up may be necessary to enhance intervention effectiveness.
• Further research is needed to optimize developmental network interventions for academic medicine faculty.