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Med Educ Online. 2019 Dec;24(1):1567239. doi: 10.1080/10872981.2019.1567239.

Developing faculty leadership from 'within': a 12-year reflection from an internal faculty leadership development program of an academic health sciences center.

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a Department of Psychiatry , University of California San Francisco , San Francisco , CA , USA.
b Department of Pediatrics , University of California San Francisco , San Francisco , CA , USA.
c High Desert Museum , Bend , OR , USA.
d Coro Northern California , San Francisco , CA , USA.
e Office of Vice Provost, Academic Affairs and Faculty Development , University of California San Francisco , San Francisco , CA , USA.
f Departments of Clinical Pharmacy and Neurology , University of California San Francisco , San Francisco , California , USA.


Most academic health sciences centers offer faculty leadership development programs (LDPs); however, the outcomes of LDPs are largely unknown. This article describes perspectives from our 12-year experience cultivating a formal faculty LDP within an academic health center and longitudinal outcomes of our LDP. Responding to faculty concerns from University of California San Francisco's (UCSF) 2001 Faculty Climate Survey, UCSF established the UCSF-Coro Faculty Leadership Collaborative (FLC) in 2005. The FLC focused on building leadership skills using a cohort-based, experiential, interactive and collaborative learning approach. From 2005 to 2012, FLC has conducted training for 136 graduates over 7 cohorts with 97.6% completion rate. FLC faculty participants included 64% women and 13% underrepresented minority (URM). The proportions of graduates attaining leadership positions within UCSF such as deans or department chairs among all, URM, and women URM graduates were 9.6%, 33.3% and 45.5%, respectively. A 2013 online survey assessed 2005-2012 graduates' perceived impacts from 8 months to 8 years after program completion and showed 91.7% of survey respondents felt the program both increased their understanding of UCSF as an organization and demonstrated the University's commitment to foster faculty development. Qualitative results indicated that graduates perceived benefits at individual, interpersonal, and organizational levels. Though we did not directly assess impact on faculty recruitment and retention, the findings to date support cohort-based experiential learning in faculty leadership training development.


Leadership development; faculty development; health sciences center

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