Добавил:
Sekretar
kiopkiopkiop18@yandex.ru
t.me/Prokururor I Вовсе не секретарь, но почту проверяю
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_2725_Библиотеки_им_академика_М_И_Перельмана.pdf
Faculty Development
JulieA.Blaszczak andKarlT.Rew
21
Key Points
• Family medicine residency faculty require skills in several key areas, including education and teaching; administration, leadership, and service; scholarly work; and
diversity, equity, and inclusion.
• On an individual level, family medicine residency faculty
are responsible for the supervision, mentorship, and
assessment of resident learners.
• On a programmatic level, family medicine residency
leaders and faculty are responsible for enforcing
Accreditation Council for Graduate Medical Education
(ACGME) requirements, creating a supportive culture,
and developing high-quality and relevant curricula.
• The creation of a novel faculty development initiative
should be intentional and stepwise, including a needs
assessment and consideration of barriers.
• There are numerous approaches to faculty development,
including but not limited to workshops, training courses,
or fellowships.
• Mentorship and career development are critical components of the growth and development of faculty
members.
Introduction
A team of skilled faculty, who are invested in the training of
residents, is essential to the success of every family medicine
residency program. The faculty not only have a signicant
impact at the individual and programmatic levels but also
J. A. Blaszczak (*)
Department of Family Medicine, University of Michigan,
Ann Arbor, MI, USA
e-mail: jblaz@med.umich.edu
K. T. Rew
Family Medicine, Urology at Domino’s Farms,
Ann Arbor, MI, USA
contribute in many ways to the development of resident physicians by serving as role models, teachers, supervisors, and
mentors. For faculty members to fulll all these roles effectively, they need support and resources for their own growth
via faculty development programming. The Accreditation
Council for Graduate Medical Education (ACGME) requires
that residency faculty pursue faculty development [1]. It is
essential that family medicine residency and departmental
leaders, especially the residency program director, not only
build and sustain a high-quality faculty development strategy
but also provide opportunities and encourage faculty to participate in a broad range of other programs that support their
personal and professional growth.
Residency program directors who understand the various
skills required of faculty are better equipped to provide their
teaching team with relevant and high-quality faculty development opportunities. This chapter opens with an overview of
the broad key skill areas needed by family medicine residency
faculty, namely, education and teaching; administration, leadership, and service; scholarly work; and diversity, equity, and
inclusion. Next, it outlines the major tasks that family medicine residency faculty carry out, and it discusses the training
needed to accomplish those tasks, such as recruitment, monitoring of ACGME requirements, and mentoring. The last section of this chapter covers approaches to faculty development,
including recommendations on how to build a new faculty
development program and how to best use established
resources available to family medicine physicians.
Key Skill Areas forFamily Medicine
Residency Faculty
Education andTeaching
Family medicine residency faculty are responsible for supporting and guiding residents in their professional growth
and development as they work toward becoming indepen-
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
R. Kellerman, G. Irwin (eds.), Graduate Medical Education in Family Medicine, Excellence in Medical Education 2,
https://doi.org/10.1007/978-3-031-70741-4_21
205
206
J. A. Blaszczak and K. T. Rew
dent physicians. This requires a broad set of skills within
medical education, including clinical and didactic teaching,
curriculum development, assessment, program evaluation,
and the ability to effectively use evidence-based teaching
tools. Some residency faculty lack formal training in education and may need assistance to develop competency in these
areas. From a program perspective, faculty members who
can develop curricula and evaluate programs are vital.
Similarly, when guiding individual learners, faculty who can
provide effective feedback and apply evidence-based techniques in clinical, simulation, and didactic teaching settings
are essential. Clinical instruction happens in many settings.
It occurs while precepting in outpatient clinics, during inpatient rounds, for groups of learners at various levels in their
training, and both with and without prior preparation.
Residency faculty need to lead small group discussions and
provide didactic instruction. Because virtual and asynchronous learning are increasingly common, residency faculty
should to be able to use technology to teach effectively.
Administration, Leadership, andService
Strong leadership and administrative skills are essential
when working in the complex and rapidly changing environment of healthcare education. Becoming an effective leader
takes time and experience, and that path is easier if the faculty member is supported by a team of mentors, coaches, and
sponsors. During residency, future faculty members who
serve as chief residents can gain leadership experience and
take advantage of leadership training provided by the
American Academy of Family Physicians (AAFP) and the
Society of Teachers of Family Medicine (STFM). These and
other organizations also provide leadership training to faculty members, as discussed below.
Leaders need to be attentive listeners who act decisively
when necessary, cope diplomatically with challenging situations, support individual growth and team solidarity, and
inspire by their example. They also need to run effective
meetings, provide clear directions, prepare and adjust schedules, make and manage a budget, and nd a reasonable balance between over- and under-managing their team members.
Residency faculty with leadership ability and experience are
often good candidates to become residency program directors. In academic settings, their career path may include roles
such as the department chair, dean, or other departmental and
institutional leadership positions.
Clinical Skills
Family physicians tend to have broad interests, and some
residency program faculty practice full-scope family medi-
cine. When hiring and training faculty, leaders should consider what skills and knowledge the program needs now and
may need in the future. Smaller programs may mostly need
faculty who can ll many roles and cover for each other by
providing inpatient services, offering prenatal and obstetrical
care, and seeing ambulatory patients. Programs with a larger
pool of faculty may have more exibility for physicians who
prefer to narrow their scope of practice and become the program’s go-to person who both practices and teaches a niche
skill or area of knowledge. Examples of such expertise could
include obstetrical care, including C-sections, ultrasoundguided musculoskeletal diagnosis and procedures, palliative
care consultations, or cross-cultural care using a language
other than English.
Faculty who grow and maintain one or more areas of
focused clinical expertise often use their skills to advance
their careers while teaching learners and serving the team
and the institution. Many faculty who are experts with a specic clinical skill have completed additional training in
focused areas; clinical fellowships are a common path to
gaining such skills. The American Board of Family Medicine
provides Certications of Added Qualications in adolescent
medicine, geriatric medicine, hospice and palliative medicine, pain medicine, sleep medicine, sports medicine, and a
designation of focused practice in hospital medicine.
Additional subspecialty qualications available to family
physicians include addiction medicine, brain injury medicine, clinical informatics, and emergency medical services,
among others [2]. Many family physicians pursue individual
study on topics of interest and become experts in skill areas
such as acupuncture, point-of-care ultrasound, or other procedures. In an academic setting where scholarly work is
required for promotion, family physicians can leverage these
types of skills to build connections between family medicine
and other specialties, to lead curriculum development, and to
participate in research, writing, and other scholarly projects.
Scholarly Work
Producing scholarly work is an important way for faculty
members to not only advance the eld of family medicine
but also demonstrate their expertise. Denitions of what
qualies as a scholarly product vary, but peer-reviewed journal articles, book chapters, and other similar published works
are widely accepted. Presentations at national meetings are
another way to demonstrate one’s expertise, and they often
serve as precursors to publishing scholarly work. For busy
clinical track residency faculty, nding time to carry out
scholarly work is challenging and meeting scholarly productivity thresholds can be one of the obstacles to promotion.
Support from the institution and leadership is essential to
enabling faculty to produce scholarly work.
21 Faculty Development
207
Diversity, Equity, andInclusion
The concepts of diversity, equity, and inclusion (DEI) have
an impact on all aspects of professional development, including recruitment, retainment, research, teaching, and clinical
work. Many family medicine chairs rate their departments
highly in this work, but less than half have formally assessed
the DEI climate in the past 3 years, and even fewer have
diversity ofcers [3]. A commitment to DEI work must be
genuine and sincere, never perfunctory. Family medicine
faculty members should serve as committee members and
leaders of DEI efforts in their residency, department, and
institution at large. There are numerous other ways to incorporate the values of DEI within the work of a residency faculty member. These include conducting trainings to reduce
bias in recruitment of future residents, ensuring adequate
mentorship and leadership opportunities for those who are
underrepresented in medicine, addressing social justice or
equity-related issues during clinical care, and utilizing inclusive teaching methods. When building faculty development
programs, it is essential to consider the unique experiences
of those who are minorities in medicine and to create leadership opportunities for people who are underrepresented in
leadership spaces. Studies of successful minority faculty
development programs have shown that the components that
made them effective included emphasizing the importance of
mentoring, providing support for the development of research
and teaching skills, and creating an environment conducive
to success, with exposure to national leaders and adequate
protected time [4, 5].
equity while reducing both costs and environmental impact
[8]. The transition of the United States Medical Licensing
Examination (USMLE) Step 1 to pass/fail reduces its usefulness as a screening tool but, at the same time, creates an
opportunity to review processes, reduce reliance on test
scores, and increase the use of holistic reviews of candidates’
application packages [9].
Monitoring andEnforcement ofACGME
Requirements
The ACGME program requirements for graduate medical
education in family medicine provide the framework within
which resident physicians gain the skills, knowledge, and
attitudes needed to care for patients under the guidance and
supervision of qualied faculty members. The latest versions
of both the common program requirements and the family
medicine program requirements are available on the ACGME
website [1, 10]. These requirements outline the details of
what a family medicine residency program needs to be and
do to become and remain accredited. The residency program
director is responsible for reading, understanding, and implementing these rules. However, the program will benet if
other faculty leaders are also familiar with this information.
Staying up to date is important, especially when there are
changes in the requirements. The annual Residency
Leadership Summit (RLS) organized by the AAFP provides
an opportunity for program leaders to learn about and discuss this information.
Tasks that Family Medicine Residency Faculty Perform
Recruitment andInterviewing ofCandidates
Faculty members who recruit, assess, interview, and rank
residency program candidates need to be good listeners who
can follow guidelines, remain consistent throughout the
assessment process, and avoid bias. Efciently and fairly
assessing a candidate’s personal qualities, interpersonal
skills, cognitive ability, and prior academic performance
means gathering and synthesizing large amounts of information [6]. Faculty often learn these skills from one another,
and it can be benecial to assign a mix of experienced and
newer faculty to this role. The match process is timeconsuming and costly for both applicants and programs, so
program leaders should continually look for ways to improve
the process [7].
Virtual interviewing that gained popularity during the
COVID-19 pandemic is one such innovation that some programs have found effective; it has the potential to enhance
Supervision ofClinical Care
To ensure the safety of patients and continued growth of
learners, resident physicians require supervision in multiple
arenas. As described in the ACGME requirements for family
medicine, “Supervision in the setting of graduate medical
education provides safe and effective care to patients; ensures
each resident’s development of the skills, knowledge, and
attitudes required to enter the unsupervised practice of medicine; and establishes a foundation for continued professional
growth” [1]. Faculty supervision typically takes the form of
precepting in the outpatient setting or attending on inpatient
services. Much of this work will be carried out by the core
faculty of the residency program who provide continuity for
the learners. However, at many institutions, a broader range
of faculty precept in the outpatient setting, supervise procedural clinics, and attend on inpatient and obstetric services.
These teachers may not be core faculty, but they are closely
involved in the development and growth of resident physicians. The amount of direct supervision that faculty must
provide can depend on the level of the resident and the com-
208
J. A. Blaszczak and K. T. Rew
plexity of the patient encounter, but support should always
be available [1]. With the growth in virtual care and increase
in the number of patient messages directed toward clinicians,
supervising faculty must also provide asynchronous supervision and teaching. Residents may need additional assistance
outside of the hours dedicated to precepting, such as guidance on follow-up and management of abnormal test results.
Resident Advising, Mentoring, andCoaching
Residency faculty often act as advisors to residents, helping
them with their professional development. If an institution
has enough faculty, programs may offer separate advisors,
mentors, and coaches for residents, but, often, faculty serve
multiple roles. Marcdante and Simpson (p.227) explain the
difference between these roles as follows: “An advisor offers
strategies about a specic event, which the learner may or
may not follow. Mentoring implies a long-term relationship
in which experiential wisdom is offered to help build the
many aspects of a learner’s career. Explicitly stating that
your role is to ‘coach’ means that you will help the learner
identify a goal and develop solutions through nondirective
questions” [65]. When faculty members serve multiple roles,
it is important that they understand each role and whether
they can adequately and appropriately serve the resident in
that role or if they should help the resident nd another person who may be better suited. Faculty are tasked by the
ACGME to help create individualized learning plans that
help residents progress appropriately through their training
[10]. Faculty mentors should meet with their mentees at least
quarterly to review their individualized learning plans and
address any other concerns or questions the resident may
have.
Resident Assessment andFeedback
There are many methods of assessment that can be used to
evaluate resident performance, such as knowledge examination tests, forms for documenting clinical care competencies,
and skill-based evaluations in simulated clinical settings.
The preferred method may vary depending on the objectives
being measured and the learning environment. Formal and
informal feedback should be provided to residents frequently,
focusing on the growth and development of the learner.
Importantly, faculty members serve as role models for feedback when they request feedback in clinical settings and
receive it humbly and with appreciation. This role modeling
strategy can help minimize the barriers developed by hierarchy and reduce learners’ fears of retaliation. Both formative
and summative evaluations are essential throughout the resident’s training.
While individual programs may develop different tools to
encourage feedback and implement evaluations, there are
several related requirements of the ACGME that a program
director needs to be aware of. These include that residents
must be evaluated every rotation, objective performance
evaluation based on the competencies and the specialtyspecic milestones must be provided, and an in-training
exam must be administered annually [1; 10]. Each program
must have a Clinical Competency Committee (CCC) that
meets regularly to review each resident’s progress [10].
Although the program director is responsible for determining whether a resident requires remediation, the CCC helps
review the issues and advises the program director on these
matters.
While it is important for the program director and core
residency faculty to be aware of the requirements for evaluation of residents, it is also essential to provide resources and
training to all faculty so they can give effective, high-quality
feedback to learners. Training on how to give feedback is
widely available, such as the Giving Feedback course from
STFM [11]. Articles that describe the evidence behind effective feedback can be used as discussion pieces during faculty
meetings or faculty development sessions [12–16]. Giving
feedback is a lifelong skill that takes intention and continued
attention.
Role Modeling
Faculty members who interact with residents exemplify several roles: clinician, teacher, colleague, leader, administrator,
and person with interests outside of medicine. As noted in
Mann (p.246), “Role modeling is identied by faculty members as integral to their teaching and cited by students as a
major inuence on their learning all aspects of their professional role” [17]. Role modeling has a tremendous impact on
learners’ values, attitudes, and their professional character
formation [18]. It is not passive. Both faculty and learners
play an active role in the process. Participatory role modeling not only helps residents grow and develop on an individual level but also helps them prepare to enter their
community of practice [17]. However, faculty must be aware
that role modeling can also have a negative effect if poor
behavior is modeled [19].
Wellness andSelf-Care
Residency can be a tremendously difcult time cognitively,
physically, and emotionally. Similarly, serving as a faculty
member is often challenging. When addressing resident
well-being, residency programs should focus not only on
creating a formalized wellness curriculum but also on priori-
21 Faculty Development
209
tizing building a culture of wellness in which all participants,
including learners and teachers, feel safe and afrmed in performing self-care. For example, there should be no hidden or
explicit retaliation for asking for coverage when ill, everyone
should be given time to attend appointments related to their
health, and no one should be valorized for working past duty
hours. When creating a formalized well-being strategy,
which is an ACGME requirement, there are several characteristics that make a program successful: programs should
allocate money and faculty time to the curriculum, and the
curriculum should “be early, be longitudinal, identify a
champion, and provide support for self-disclosure of struggles” [20, 21].
Faculty members who support residents must also focus
on their own well-being and self-management skills. A key
element is feeling appreciated and compensated for the work
they do with learners. There are many faculty development
programs that include topics on physician well-being, but a
full discussion is beyond the scope of this section. Viggiano
and Strobel (p.80) state that “comprehensive faculty support
services include the triad of (1) professional development
and career counseling, (2) personal and leadership development, and (3) services for personal and family matters” [22].
Faculty Peer Support
In the same way that faculty help residents and other learners
build their careers through coaching, mentoring, and sponsoring, these three developmental tools can also be applied to
advance the careers of faculty colleagues. Coaching is a periodic iterative practice that uses focused instruction (observe,
provide feedback, and repeat) and is particularly useful for
teaching technical skills. Mentoring is longitudinal, broadbased, and often focuses on career building. Sponsoring can
be episodic or extend over a course of years but usually
involves specic advocacy and public support to advance the
career of a junior faculty member [23]. Other faculty peer
support programs that have been shown to be effective include
one-on-one peer support after adverse or emotionally stressful events [24], Balint groups to discuss challenging clinical
cases [25], and peer support writing groups to help faculty
build writing skills and increase publication rates [26].
Curriculum Design, Development,
andInnovation
The breadth and depth of family medicine continues to grow,
and residents complete required rotations and electives that
span many specialties and topics. Residency programs and
faculty have the responsibility to create, implement, and
adapt effective educational experiences. In addition, ACGME
requirements often change year-to-year, so programs will
need to create new learning experiences at their institutions.
The six steps of curriculum development described by
Thomas etal. provide an excellent scaffolding for building
curricula. These include: (1) problem identication and general needs assessment, (2) a targeted needs assessment, (3)
goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback [27]. To be effective, curricula must be created with intention, following each
of these steps, and must be regularly and consistently
reviewed and evaluated to ensure that they remain relevant to
resident learning. Residency programs must convene a
Program Evaluation Committee (PEC) that includes both
faculty and resident members and is charged with formally
reviewing and evaluating each rotation and elective at least
annually [10].
Teaching
Residency faculty are responsible for several types of teaching, including clinical teaching in inpatient and outpatient
settings, small group teaching, simulation-based instructions, and didactic lectures. The method of teaching should
align with the objectives of learning (cognitive, psychomotor, or affective). For instance, teaching point-of-care ultrasound of the knee joint may be more effective if provided via
in-person simulation-based instruction, rather than a small
group discussion. Teaching should also be targeted toward
the learner’s level of training. Educational methods and strategies should be considered as faculty plan teaching opportunities with available resources. Balancing the roles of the
physician and teacher can be difcult in a busy clinical setting, but incorporating teaching while providing care is often
quite effective. Although it is outside the scope of this chapter to conduct an extensive review of evidence-based teaching practices, faculty should become familiar with them. For
instance, the One-Minute Preceptor model is a commonly
used clinical teaching tool used by family physicians while
precepting [28], and Mayer’s principles for multimedia
learning are commonly used for developing online learning
[29].
Teaching is a skill that can be improved, and faculty
development sessions are often focused on teaching as an
academic physician. Steinert etal. noted that faculty development programs that focused on improving teaching effectiveness changed attitudes, knowledge, skills, and behavior.
They found that successful programs implemented experiential learning, constructive feedback, collegial support, principles of teaching and learning, and multiple instructional
methods. They also highlighted the importance of context
and emphasized developing programs that would extend
over time to achieve growth [30].
210
J. A. Blaszczak and K. T. Rew
Quality Improvement (QI) andOrganizational
Change
Improving patient safety and the quality of clinical care are
the key objectives of both faculty and resident physicians.
The ACGME tasks faculty with helping residents complete
quality improvement (QI) projects and generate related
scholarly work [10]. Integrating QI training into clinical
tasks and resident education can be challenging, especially
in programs with nancial or stafng constraints.
Accomplishing the organizational change needed to improve
quality is also often difcult. In a study of seven family
medicine residency programs, Chase etal. reported that programs with faculty who had extensive exposure to QI literature or previous QI experience were more likely to be
successful. They noted the importance of a highly motivated
leader advocate, and they suggested that smaller programs
could be successful at QI work and organizational change if
they chose fewer change targets to monitor [31]. After residency, physicians need to understand systems-based practice and participate in practice-based learning and
improvement activities to maintain their board certication,
so integrating quality improvement and organizational
change activities into training can be extremely helpful [32].
One strategy is to use plan–do–study–act (PDSA) cycles to
pilot, evaluate, modify, and implement quality improvement
projects [33].
research is the North American Primary Care Research
Group (NAPCRG). Presenting scholarly work as a poster or
lecture at a meeting is a good rst step. Faculty should then
strive to move their presentations to the next level, which is
publishing them as scholarly work. For faculty with good
writing skills and focused areas of clinical expertise, generating clinically focused articles for journals such as American
Family Physician or FP Essentials (both published by the
AAFP) is recommended. Partnering with a more experienced
author is a good way to begin this type of writing. Scholarly
work can be published in the Annals of Family Medicine,
Journal of the American Board of Family Medicine, and
many other journals, depending on the topic. Medical education work can be published in Family Medicine or PRiMER
(Peer-Reviewed Reports in Medical Education Research),
both from STFM, as well as other journals. The breadth of
what is considered a scholarly product has been expanding
so that projects such as clinical care guideline development,
quality improvement initiatives, curriculum development,
podcast or video creation, and other similar works may be
acceptable, depending on institutional rules. The ACGME
also encourages residency programs to work together in collaborative learning communities, which may be regional or
topic-based, and these can be a fruitful means of both faculty
development and producing publishable scholarly work.
Approaches toFaculty Development
Committee Work andOther Services
In most healthcare systems, faculty members are expected to
demonstrate institutional citizenship by serving on committees and providing leadership to the department or institution. Serving in leadership for regional, national, or
international organizations, such as specialty societies or
boards, is also expected, especially of senior faculty. This
work is often assessed at the time of promotion but usually
does not count toward scholarship. Service assignments need
to be distributed equitably and fairly, avoiding gender bias or
other assumptions that can lead to unequal workloads for
those who are underrepresented in medicine, a situation that
is often termed the “minority tax” [34, 35].
Presenting andPublishing Scholarly Work
Scholarly meetings provide an opportunity for faculty to
present their research and other scholarly work to their colleagues. For residency faculty who spend much of their time
and effort on education, STFM meetings are one of the best
venues for this type of scholarly exchange. Another key
organization with meetings that are mainly focused on
Needs Assessment andConsistent
Reevaluation
The benets of evidence-based faculty development initiatives are well-established [36–38]. A systematic review of
faculty development programs in family medicine found that
they lead to positive changes in learning and behavior,
encompassing levels one through three of Kirkpatrick’s
model for evaluating outcomes [39]. While a general needs
assessment clearly supports the need for faculty development programs, each program or institution should perform
their own targeted needs assessment to determine what
would be most useful for the learners in that specic context.
This could involve examining previous programs and their
evaluations, using focus groups with faculty at all levels, or
sending surveys to collect relevant information to develop a
program. Programs with sites spread across a wide geographical area may choose to have faculty development
implemented virtually, while a program with a robust
research program but poor teaching evaluations may choose
to dedicate more time to evidence-based teaching. Faculty
development can be difcult to standardize, and those who
are looking to develop a new program should consider the
specic needs that they plan to address.
21 Faculty Development
211
Several general principles have been shown to be successful in family medicine faculty development programs. A primary care faculty development program in place for 15years
at the Medical College of Wisconsin attributed much of its
effectiveness to its ability to be adaptable, stay grounded in
evidence-based strategies, use mixed types of teaching, and
require an educational project. They considered their bedrock
principles to be: “(1) the support and endorsement by department leadership; (2) the alignment of educator roles, institutional needs, and excellence; (3) the creation and recognition
of durable educational materials linked to institutional needs;
(4) a multidisciplinary faculty development team; and (5) the
use of extramural funding to enhance program structure and
local creditability” [40]. Based on ndings from a systematic
review, Sorinola and Thistlethwaite recommend that successful faculty development programs remain exible and
adaptable with shorter sessions, assess for quality improvement, and make their training relevant to the context [39].
People who are looking to develop programs must also be
aware that curriculum development is never complete.
Faculty development programming must continuously be
assessed and adjusted to ensure relevant, effective material.
This includes not only assessment of each session by the participants but also an evaluation of the programming at large,
including its administration, budgeting, and other facets.
Tips forStarting aFaculty Development
Program
People who are hoping to develop a faculty development
program in their department or institution should thoughtfully consider potential barriers to implementation prior to
moving forward. Some of these barriers include cost, time,
scheduling, administrative support, and faculty and other
stakeholder support.
Regarding cost, one must consider the salaries of faculty
and staff leading and administering the program. Whether
the program is virtual, in-person, or hybrid will also affect
cost, depending on the technology used or the costs of
obtaining conference space. Planners also need to consider
the nancial and emotional costs incurred when participants
are excused from other duties to go to a faculty development
session; this may necessitate coverage by other faculty or
residents, which could be burdensome, or the department
might have to absorb the cost of lost patient care if it does not
require participants to make up the time. Creating a detailed
budget for the program to present to departmental leadership
is strongly recommended.
Time is a common barrier to implementation of academic
programming. Development of the program and its continued maintenance will require a great deal of time, especially
if it is a longitudinal or multi-session program. Moving
thoughtfully and intentionally through the initial steps of
curriculum development, including the needs assessment,
creation of goals and objectives, and consideration of educational strategies, also takes time [27]. The length of the sessions and how often the sessions occur must be considered,
as programs can range from all-day in-person events to frequent, short online events. A targeted needs assessment can
help determine what type of structure would be preferred by
future participants. Close attention to avoiding conicts
when scheduling the sessions is also key. Departments and
programs often have other required events, and avoiding
scheduling conicts can help ensure that the participation
rate is high. Ideally, a faculty development program will have
administrative support, but this needs to be negotiated with
departmental leaders.
Finally, but probably most importantly, anyone creating
faculty development programming must consider stakeholders
essential for the success and longevity of the program [27]. If
a curriculum is created, but leaders such as the chair, director
of faculty development, associate chair for educational programs, or program director are not supportive of the program
or are not in agreement with the methods of implementation, it
is unlikely to succeed. It is important to consider all stakeholders who might be invested in or affected by the work. Another
group of crucial stakeholders are the future participants in the
program, whether the program is targeted toward residents,
fellows, junior faculty, mid-career faculty, or senior faculty. It
is important to engage these stakeholders to ensure that the
administration of the programming aligns with their preferences and the content is relevant to their careers.
Training Courses
Many family medicine departments, academic institutions,
and professional organizations offer faculty development
training programs, which are typically longitudinal and more
involved than workshops. These courses often consist of
multiple, short sessions, which cover a wide range of topics
related to professional growth and development, such as
leadership, development of scholarly work, or teaching
skills. For example, the University of Michigan Department
of Family Medicine has a faculty development program that
is hybrid, offered to junior faculty, and consists of 10 2-hour
sessions spread across the academic year. Given the increase
in online learning during the COVID-19 pandemic, many
online training programs are being offered virtually, eliminating geographic barriers as well as reducing cost given
reduced travel [41]. Prior to investing resources into developing a new training course, it may be benecial to see
whether there are available online programs or other initiatives at local institutions that may meet the needs of the
faculty.
212
J. A. Blaszczak and K. T. Rew
Workshops
For programs that do not have the resources to create a faculty development program specically for their department
or residency program, workshops can be excellent options
for faculty development. They are often implemented within
shorter time periods, which can help reduce barriers for busy
academic physicians. The topics are often generalizable and
relevant for the majority of faculty, such as time management, leadership skills, or how to give feedback. Large academic institutions may have faculty development ofces,
which offer these types of workshops. Specialty organizations typically offer workshops as well, and they often provide Continuing Medical Education (CME) credits. For
example, the University of Michigan Ofce of Faculty
Development offers a variety of workshops for their faculty
members [42], and STFM offers customized faculty development workshops at any location [43].
Fellowships andAdvanced Degrees
For individuals who desire additional formalized training or
support, many institutions offer fellowships dedicated to professional development or leadership within family medicine.
These may be called faculty development fellowships, or
they may be labeled as academic or leadership fellowships.
These opportunities provide protected time for additional
development of the key skill areas listed in this chapter, and
most fellows will tailor their fellowship experience to specic interests. Often, fellowships allow participation in committees within the residency program, department, or
institution for leadership development, offer additional
teaching opportunities, and permit fellows to participate in
faculty development programming.
There are many opportunities for faculty development via
advanced degrees. For instance, a master of education in the
health professions or master of health professions education
degree will provide a faculty member with additional expertise and training in elds such as curriculum development,
assessment, mentoring, or leadership within the health professions. A master of health management or master of science
in clinical management degree will provide additional training to those who seek positions of leadership within health
systems. A master of science in clinical research or master of
public health degree can build skills for scholarly work within
family medicine. Many advanced degree programs provide
additional leadership training or coaching experience as well.
how to be better teachers through practical on-the-job experience, similar to the way that medical students, residents,
and other learners gain skills. Combining this type of experiential learning with a robust program of mentorship is often
effective. Meetings with a mentor or coach provide faculty
with opportunities to reect on what they have learned as
they seek to teach others.
Feedback fromLearners andPeers
Feedback from learners and peers is a crucial component of
faculty development, and it is a required part of the ACGMEmandated annual faculty evaluation [10]. Written feedback
from learners can be candid and helpful, but maintaining
condentiality means that it is often received out of context
and after some delay. Additionally, negative feedback is hard
to accept and may be disregarded by the recipient. Often, the
most effective formative feedback for both learners and
teachers is that which is immediate, specic, and delivered in
person, but hierarchical educational systems tend to create
barriers that inhibit the use of this type of effective bidirectional feedback [44]. Faculty should strive to create a supportive environment where they regularly provide their
learners with timely, in-person, and actionable feedback.
They should also regularly ask learners and peers for feedback on their own work, with the goal of improving their
skills. Peer coaching or peer review of teaching [45] is a
strategy that provides opportunities for faculty to reect on
their work, review summative feedback, and consider what
changes to make to improve their performance.
Self-Directed Learning
Self-directed learning is another key element of faculty
development. It requires faculty members to take the initiative for their own learning, identify areas where growth is
needed, and locate resources that will help them acquire new
skills and maintain their ongoing development as a teacher
[46]. An important related concept is that of the master adaptive learner [47]. Educators who use this approach must
“role-model their own acquisition of new knowledge; express
their thought processes explicitly…; set clear expectations;
prompt learners to articulate their problem-solving processes; provide feedback on observations and allow the
learner to articulate how to improve; and reward curiosity”
[48].
Learning by Doing
Faculty physicians tend to implement different learning
strategies depending on the situation. Many faculty learn
Faculty Recruitment andRetention
Faculty recruitment and retention remains a challenge for
many family medicine residency programs, which prompted
21 Faculty Development
213
STFM to develop its Faculty for Tomorrow program in 2015
to encourage resident physicians to pursue a career as faculty
[49]. Educational debt can be a signicant obstacle [50], and
programs that are able to provide debt relief may have an
advantage in recruiting faculty. The reasons why family physicians seek academic positions are complex and still not
well understood. In one study looking at the characteristics
most desired in candidates for faculty positions, the ability to
build strong professional relationships was found to be the
characteristic most desired, and it was valued more than
research skills or administrative prowess [51]. When building a faculty team, diversity, equity, and inclusion are essential principles. Recruiting, retaining, and supporting a diverse
faculty that reects the patient population can encourage
learners who are underrepresented in medicine to choose
family medicine [52]. Ongoing support of faculty is key to
retention, including training in teaching skills. Effective and
consistent support can help avoid the burnout that may occur
when junior faculty are prematurely placed in leadership
roles [53].
Mentorship andCoaching
The importance of mentorship to professional development
is well-established in the literature [54–57]. Mentorship
involves a longitudinal, collaborative relationship between a
mentor and mentee that has a dened purpose, and the relationship helps the mentee not only with skills, knowledge,
and career planning but is also benecial for socialization
into the profession and for exploring personal and interpersonal conicts or successes [54].
There are multiple methods of mentorship, including
peer mentorship, but for the purposes of this chapter, we
will focus primarily on dyadic mentorship, the most traditional form. If a faculty member is new to the department
or program, it is important to help them connect to other
faculty who may have similar interests or lived experiences, and, then, the faculty member can choose the mentor or mentors who best meet their needs. Mentorship can
occur in more formal settings with regular meetings and
agendas driven by the mentee’s goals and concerns, but a
great deal of this type of development and socialization
can happen informally via impromptu discussions or
asynchronous networking opportunities offered by the
mentor. There are several attributes of effective mentors,
including being open and available, creating safe, inclusive environments, acting as an advocate, and assisting the
mentee in reaching their goals [55]. For mentorship to be
available to faculty for development purposes, programs
and institutions should focus on how to grow effective
mentors by providing them with training, support, and
protected time [57].
While the role of the mentor is important, the role of the
mentee is just as important [55, 56, 58]. Menteeship should
not be a passive process. Chopra etal. provide four rules that
they describe as best practices for mentees: select the right
mentor(s), be respectful of your mentor’s time and manage it
wisely, communicate efciently and effectively with your
mentor, and be engaged, energizing, and collaborative [58].
Other recommendations for mentees include taking responsibility for driving the relationship and being open to feedback [55]. Since faculty will serve as both mentors and
mentees throughout their career, it is important for them to
understand the best practices in both roles to create effective
mentor–mentee relationships.
Career Development
Career development for junior faculty is often supported by
a senior or mid-career faculty mentor, advisor, or coach
within the residency program or department, but career
development opportunities should be made available at all
stages of a career. For departments who have a director of
faculty development, this individual is often charged with
helping faculty create career development plans based on
their goals and values. Sometimes additional support may
come in the form of launch committees or other similar
career development committees, which are composed of
multiple faculty members and peers who act as advocates
and assessors. All faculty members should meet regularly
with a coach or departmental lead to evaluate their career
development plan. Some may choose to have multiple people offer guidance on their professional development based
on their areas of expertise, including scholarship, clinical
work, personal growth, or teaching, an approach that may be
called mosaic mentoring or collaborative mentoring [59, 60].
For faculty who appreciate visual representations of their
career paths, there are several available tools that can help
them develop goals for their career and better understand the
current work they are involved in and how it contributes to
their career trajectory. A team at the University of Michigan
Institute of Healthcare Policy and Innovation created an interactive Early Career Development Roadmap, which faculty
can use to enter their clinical work, teaching, service, personal growth, and other aspects of their career, and see 5-, 7-,
and 10-year roadmaps with milestones [61]. The University
of Michigan Ofce of Organizational Learning also offers an
Individual Career Development Plan tool [62]. Just as milestones are used to assess progression in residency training,
Kemmet et al. recommend milestones for academic physicians, which can act as a helpful guide for mentors and their
mentees [63]. Mentors should also be aware of the promotion
processes for their institutions, as requirements vary by institution, especially if promotion is valued by the mentee.
214
J. A. Blaszczak and K. T. Rew
Organizational Resources
Family medicine organizations such as the AAFP and STFM
are good sources of training for faculty. The AAFP convenes
an annual Residency Leadership Summit that provides educational and networking opportunities to residency leaders
and faculty [64]. The STFM website lists a broad range of
leadership training opportunities that can help residency faculty at all levels gain or polish their skills [66]. For junior and
mid-career faculty, the STFM Emerging Leaders Fellowship
is a year-long program for those transitioning to leadership
roles [67]. For new faculty in their rst 2–4years, the STFM
foundation sponsors the New Faculty Scholars program [68].
Some larger academic family medicine programs provide
training for faculty, variously called faculty development fellowships or academic fellowships. The AAFP maintains a
directory of these and other fellowships [69].
References
1. Common Program Requirements. ACGME. 2023. https://www.
acgme.org/programs- and- institutions/programs/common- programrequirements/. Accessed 30 Aug 2023.
2. ABFM Added Qualications. ABFM. 2023. https://www.theabfm.
org/added- qualications. Accessed 30 Aug 2023.
3. Jacobs CK, et al. Diversity, inclusion, and health equity in academic family medicine. Fam Med. 2022;54(4):259–63. https://doi.
org/10.22454/FamMed.2022.419971.
4. Daley SP, et al. Diversity in academic medicine no. 6 successful
programs in minority faculty development: ingredients of success:
minority faculty development: ingredients of success. Mt Sinai J
Med. 2008;75(6):533–51. https://doi.org/10.1002/msj.20084.
5. Rodriguez JE, etal. Underrepresented minority faculty in academic
medicine: a systematic review of URM faculty development. Fam
Med. 2014;46(2):100–4.
6. Powis D, et al. Why is it so hard to consider personal qualities
when selecting medical students? Med Teach. 2020;42(4):366–71.
https://doi.org/10.1080/0142159X.2019.1703919.
7. Hauer KE, et al. Blue skies with clouds: envisioning the future
ideal state and identifying ongoing tensions in the UME-GME
transition. Acad Med. 2023;98(2):162–70. https://doi.org/10.1097/
ACM.0000000000004920.
8. Hampshire K, Shirley H, Teherani A.Interview without harm: reimagining medical training’s nancially and environmentally costly
interview practices. Acad Med. 2023;98(2):171–4. https://doi.
org/10.1097/ACM.0000000000005000.
9. Lin GL, Nwora C, Warton L.Pass/fail score reporting for USMLE
step 1: an opportunity to redene the transition to residency
together: an opportunity to redene the transition to residency
together. Acad Med. 2020;95(9):1308–11. https://doi.org/10.1097/
ACM.0000000000003495.
10. Program Requirements and FAQs. ACGME. 2023. https://www.
acgme.org/specialties/family- medicine/program- requirementsand- faqs- and- applications/. Accessed 30 Aug 2023.
11. STFM Online Courses: Giving Feedback. STFM. 2023. https://
stfm.org/givingfeedback. Accessed 30 Aug 2023.
12. Kelly E, Richards JB.Medical education: giving feedback to doctors in training. BMJ. 2019;366:l4523. https://doi.org/10.1136/bmj.
l4523.
13. Qureshi NS.Giving effective feedback in medical education. Obstet
Gynaecol. 2017;19(3):243–8. https://doi.org/10.1111/tog.12391.
14. Ramani S, Krackov SK.Twelve tips for giving feedback effectively
in the clinical environment. Med Teach. 2012;34(10):787–91.
https://doi.org/10.3109/0142159X.2012.684916.
15. Ramani S, etal. Twelve tips to promote a feedback culture with a
growth mind-set: swinging the feedback pendulum from recipes to
relationships. Med Teach. 2019;41(6):625–31. https://doi.org/10.10
80/0142159X.2018.1432850.
16. Tripodi N, etal. Twelve tips for developing feedback literacy in
health professions learners. Med Teach. 2021;43(8):960–5. https://
doi.org/10.1080/0142159X.2020.1839035.
17. Mann KV. Faculty development to promote role-modeling and
reective practice. In: Steinert Y, editor. Faculty development in the
health professions. Dordrecht: Springer; 2014. p.245–64.
18. Kenny NP, Mann KV, MacLeod H.Role modeling in physicians’
professional formation: reconsidering an essential but untapped
educational strategy. Acad Med. 2003;78(12):1203–10. https://doi.
org/10.1097/00001888- 200312000- 00002.
19. Cruess SR, Cruess RL, Steinert Y.Role modelling– making the most
of a powerful teaching strategy. BMJ. 2008;336(7646):718–21.
https://doi.org/10.1136/bmj.39503.757847.BE.
20. Penwell-Waines L, et al. Making sense of family medicine resident wellness curricula: a Delphi study of content
experts. Fam Med. 2019;51(8):670–6. https://doi.org/10.22454/
FamMed.2019.899425.
21. Penwell-Waines L, et al. Getting it off the ground: key factors associated with implementation of wellness programs.
Fam Med. 2020;52(3):182–8. https://doi.org/10.22454/
FamMed.2020.317857.
22. Viggiano TR, Strobel HW.The career management life cycle: a
model for supporting and sustaining faculty vitality and wellness.
In: Cole TR, Goodrich TJ, Gritz ER, editors. Faculty health in academic medicine. Totowa: Humana Press; 2009. p.73–81.
23. Seehusen DA, etal. Coaching, mentoring, and sponsoring as career
development tools. Fam Med. 2021;53(3):175–80. https://doi.
org/10.22454/FamMed.2021.341047.
24. Shapiro J, Galowitz P.Peer support for clinicians: a programmatic
approach: a programmatic approach. Acad Med. 2016;91(9):1200–4.
https://doi.org/10.1097/acm.0000000000001297.
25. Kjeldmand D, Holmström I.Balint groups as a means to increase
job satisfaction and prevent burnout among general practitioners.
Ann Fam Med. 2008;6(2):138–45. https://doi.org/10.1370/afm.813.
26. Steinert Y, et al. Writing for publication in medical education: the benets of a faculty development workshop and peer
writing group. Med Teach. 2008;30(8):e280–5. https://doi.
org/10.1080/01421590802337120.
27. Thomas PA, et al., editors. Curriculum development for medical
education: a six-step approach. 3rd ed. Baltimore: Johns Hopkins
University Press; 2016.
28. Neher JO, etal. A ve-step ‘microskills’ model of clinical teaching.
J Am Board Fam Pract. 1992;5(4):419–24. https://doi.org/10.3122/
jabfm.5.4.419.
29. Mayer RE. Multimedia learning. 3rd ed. Cambridge: Cambridge
University Press; 2020.
30. Steinert Y, etal. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide no. 8. Med Teach. 2006;28(6):497–526. https://
doi.org/10.1080/01421590600902976.
31. Chase SM, etal. Meeting the challenge of practice quality improvement: a study of seven family medicine residency training practices. Acad Med. 2011;86(12):1583–9. https://doi.org/10.1097/
ACM.0b013e31823674fa.
32. Price D. Continuing medical education, quality improvement,
and organizational change: implications of recent theories for