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Resources for faculty development in family violence

C L Albright1

  • 1Stanford Center for Research in Disease Prevention, Division of General Internal Medicine, Stanford University School of Medicine, USA. albright@scrdp.stanford.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|January 1, 1997
PubMed
Summary

Developing effective medical education requires overcoming challenges in curriculum design and faculty training, especially for sensitive topics like family violence. This article offers strategies to support faculty development in this critical area.

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Area of Science:

  • Medical Education
  • Public Health
  • Sociology

Background:

  • Curriculum committees face difficulties in selecting topics and effective teaching methods.
  • Securing faculty expertise for new or high-interest topics presents institutional challenges.
  • Family violence education introduces unique obstacles for medical institutions and faculty.

Purpose of the Study:

  • To identify unique challenges in faculty development for family violence education.
  • To review standard faculty development approaches.
  • To provide actionable suggestions for accessing resources and opportunities in family violence education.

Main Methods:

  • Literature review of faculty development strategies.
  • Analysis of challenges specific to family violence education.

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  • Synthesis of existing resources and best practices.

    • Main Results:

    • Faculty development for family violence education faces specific institutional and individual hurdles.
    • Standard faculty development models may require adaptation for this specialized field.
    • Existing resources and targeted development opportunities can be leveraged.

    Conclusions:

    • Addressing family violence in medical curricula requires tailored faculty development strategies.
    • Overcoming challenges necessitates proactive resource identification and support.
    • Enhanced faculty training is crucial for effective family violence education in medical schools.