Individualized strategic planning for faculty development in medical schools
Submitted: 8 January 2013
Accepted: 9 January 2013
Published: 18 February 2013
Accepted: 9 January 2013
Abstract Views: 3563
PDF: 709
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All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
Innovation. We propose a program that includes individual needs assessment and strategic planning. This strategy is consistent with Knowles’ principles of andragogy, a model of adult learning that differs in some ways from traditional pedagogy. We have included a self-assessment tool that may be useful to medical schools and an illustrative case study.
Evaluation. We have introduced the self-assessment tool to a small number of faculty members who have found it clear and useful. We plan to introduce it to a large number of faculty members and to measure completion rates, perceived usefulness, and subsequent participation in faculty development activities and fulfillment of goals.
Conclusions. Faculty development needs to be a higher priority in medical schools and to better reflect the current needs of faculty members. An individualized faculty development process has the potential to have a substantial impact upon acquisition of important skills, and faculty and institutional morale and vitality.
Supporting Agencies
Rao, G., Kanter, S. L., Weisz, O. A., Thompson, A., Ratti, T., & Woodward, J. (2013). Individualized strategic planning for faculty development in medical schools. Medical Education Development, 3(1), e2. https://doi.org/10.4081/med.2013.e2
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