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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.