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A systematic approach to faculty development for family practice faculty

C J Bland, D G Froberg

    The Journal of Family Practice
    |March 1, 1982
    PubMed
    Summary

    This study details a two-year faculty development program in family medicine that successfully utilized a systems approach to address faculty needs. The program integrated training efforts based on needs assessments and evaluation results for continuous improvement.

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    Area of Science:

    • Medical Education
    • Faculty Development
    • Systems Approach in Education

    Background:

    • Faculty developers typically use a systems approach for individual assistance.
    • Implementing a unified program for large faculties presents unique challenges.

    Purpose of the Study:

    • To describe a two-year faculty development program in family medicine.
    • To demonstrate the application of a systems approach for a large faculty.
    • To integrate training efforts based on identified faculty needs.

    Main Methods:

    • Conducted a needs assessment to identify faculty needs and learning preferences.
    • Selected local and national experts to lead workshops and seminars.
    • Employed a one-group repeated measures design with self-assessments for program evaluation.

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    Main Results:

    • The program successfully met identified faculty needs through integrated training.
    • Evaluation data provided insights for program revision and improvement.
    • Participants demonstrated gains related to workshop/seminar objectives.

    Conclusions:

    • A systems approach can be effectively implemented for large-scale faculty development programs.
    • Needs assessment and continuous evaluation are crucial for program success.
    • Integrated training efforts enhance the impact of faculty development initiatives.