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Academic development in family practice

H J Knopke, R L Anderson

    The Journal of Family Practice
    |March 1, 1981
    PubMed
    Summary
    This summary is machine-generated.

    This study proposes a new academic development model for faculty, integrating adult development and academic role progression. This framework aids in assessing faculty needs for tailored development strategies.

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    Area of Science:

    • Medical Education
    • Academic Development
    • Faculty Training

    Background:

    • Traditional faculty development programs in family practice often focus narrowly on educational, research, and administrative skills.
    • Existing programs may not address the full spectrum of a faculty member's professional roles.
    • A need exists for a more comprehensive approach to faculty development.

    Purpose of the Study:

    • To propose a novel model for academic faculty development.
    • To integrate epigenetic patterns of adult development with sequential academic role development.
    • To provide a framework for assessing faculty developmental status and tailoring support.

    Main Methods:

    • Development of a model combining epigenetic adult development and academic role progression.

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  • Utilizing the model to approximate faculty developmental status.
  • Considering individual and institutional needs for strategy implementation.

    • Main Results:

    • The proposed model allows for a reasonable approximation of a faculty member's developmental stage.
    • This assessment can inform the definition and implementation of targeted assistance strategies.
    • The model supports two primary approaches: promotion and intervention.

    Conclusions:

    • A comprehensive model integrating adult and academic development can enhance faculty support.
    • Tailored strategies based on developmental status can optimize faculty effectiveness.
    • This approach facilitates proactive (promotion) and reactive (intervention) faculty development.