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Med Teach. 2016 Aug;38(8):769-86. doi: 10.1080/0142159X.2016.1181851. Epub 2016 Jul 15.

A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40.

Author information

1
a Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada ;
2
b Division of Medical Education, Faculty of Medicine , Dalhousie University , Halifax , Canada ;
3
c International Programs , National Board of Medical Examiners , Philadelphia, PA , USA ;
4
d Department of Integrated Studies in Education, Faculty of Education , McGill University , Montreal , Canada ;
5
e Faculty of Biomedical Sciences , Austral University , Buenos Aires , Argentina ;
6
f HoPingKong Centre for Excellence in Education and Practice and The Wilson Centre , University Health Network , Toronto , Canada ;
7
g Prideaux Centre for Research in Health Professions Education , School of Medicine, Flinders University , Adelaide , Australia ;
8
h School of Medical Education, Faculty of Medical Sciences , Newcastle University , Newcastle upon Tyne , UK ;
9
i Newcastle NIHR Biomedical Research Centre in Ageing and Chronic Disease and Institute of Health and Society , Newcastle University , Newcastle upon Tyne , UK ;
10
j Mayo Clinic College of Medicine , Rochester, MN , USA ;
11
k Medicine Learning and Teaching Unit, School of Medicine , The University of Adelaide , Adelaide , Australia ;
12
l School of Health Professions Education (SHE) , Maastricht University , Maastricht , The Netherlands.

Abstract

BACKGROUND:

This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building.

METHODS:

This review included 111 studies (between 2002 and 2012) that met the review criteria.

FINDINGS:

Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support.

CONCLUSION:

This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.

PMID:
27420193
DOI:
10.1080/0142159X.2016.1181851
[Indexed for MEDLINE]

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