TY - JOUR
T1 - Meeting the needs of clinician-educators
T2 - An innovative faculty development community of practice
AU - Bunin, Jessica L.
AU - Servey, Jessica T.
N1 - Publisher Copyright:
© 2022 Association for the Study of Medical Education and John Wiley & Sons Ltd.
PY - 2022/10
Y1 - 2022/10
N2 - Background: Requirements for faculty development for clinician-educators continue to increase. The number of faculty with experience delivering faculty development, however, remains limited. To overcome our deficit of faculty developers, we created a train-the-trainer programme. We recognised, however, that our plan would not meet the ultimate goal for our programme: Creating faculty developers to meet the faculty development needs of a large, dispersed system. We report on the creation and nurturing of faculty development community of practice (CoP), which we believe could be a solution for many academic systems struggling to engage busy clinicians, mature the teaching abilities of clinician educators, and meet the needs of their accrediting institutions. Approach: We developed a faculty development CoP with a mission of promoting educational expertise and excellence and ensuring continuous growth of the members of our COP and broader faculty. Evaluation: A programme evaluation was performed consisting of two elements: The impact on the organisation (workshop and learner related metrics) and the impact on the CoP members (survey). We observed notable outcomes: Delivery of high quality workshops to faculty, attainment of leadership positions, and increases in motivation, networking, skills, confidence, and opportunities available to members. Implications: Innovations to create and sustain structured faculty development programmes for clinician-educators are needed. The development and nurturing of a CoP of faculty developers resulted in benefits both for the organisation and CoP members and may be a solution for large academic systems struggling to meet their faculty development demands.
AB - Background: Requirements for faculty development for clinician-educators continue to increase. The number of faculty with experience delivering faculty development, however, remains limited. To overcome our deficit of faculty developers, we created a train-the-trainer programme. We recognised, however, that our plan would not meet the ultimate goal for our programme: Creating faculty developers to meet the faculty development needs of a large, dispersed system. We report on the creation and nurturing of faculty development community of practice (CoP), which we believe could be a solution for many academic systems struggling to engage busy clinicians, mature the teaching abilities of clinician educators, and meet the needs of their accrediting institutions. Approach: We developed a faculty development CoP with a mission of promoting educational expertise and excellence and ensuring continuous growth of the members of our COP and broader faculty. Evaluation: A programme evaluation was performed consisting of two elements: The impact on the organisation (workshop and learner related metrics) and the impact on the CoP members (survey). We observed notable outcomes: Delivery of high quality workshops to faculty, attainment of leadership positions, and increases in motivation, networking, skills, confidence, and opportunities available to members. Implications: Innovations to create and sustain structured faculty development programmes for clinician-educators are needed. The development and nurturing of a CoP of faculty developers resulted in benefits both for the organisation and CoP members and may be a solution for large academic systems struggling to meet their faculty development demands.
UR - http://www.scopus.com/inward/record.url?scp=85134645496&partnerID=8YFLogxK
U2 - 10.1111/tct.13517
DO - 10.1111/tct.13517
M3 - Article
C2 - 35879054
AN - SCOPUS:85134645496
SN - 1743-4971
VL - 19
JO - Clinical Teacher
JF - Clinical Teacher
IS - 5
M1 - e13517
ER -