Disentangling faculty development

A scoping review towards a rich description of the concept and its practice

Dados Bibliográficos

ID21448668
AutoresSusan van Schalkwyk (0000-0003-1596-6791, Stellenbosch University, autor correspondente), Eliana Martorano Amaral (0000-0001-9151-3108, Universidade Estadual de Campinas (UNICAMP)), Megan Anakin (0000-0002-6499-7802, Sydney Pharmacy School, University of Sydney), Ruth Chen (0000-0002-4886-1702, McMaster University), Diana Dolmans (0000-0002-4802-1156, Maastricht University), Ardi Findyartini (0000-0002-9601-3994, University of Indonesia), Noeline Fobian (Stellenbosch University), Karen Leslie (0000-0001-6039-7079, University of Toronto), Jana Müller (0000-0002-3225-6268, Stellenbosch University), Patricia O’sullivan (0000-0002-8706-4095, School of Medicine, University of California, San Francisco), Subha Ramani (0000-0002-8360-4031, Harvard Medical School), Olanrewaju Sorinola (0000-0003-4982-8987, University of Warwick Medical School), Farhan Saeed Vakani (0000-0002-6215-5492, Dow University of Health Sciences), Da-ya Yang (0000-0002-2881-9195, Faculty Development Centre for Health Professions Education, Department of Cardiovascular Medicine, First Affiliated Hospital of Sun Yat-sen University), Yvonne Steinert (0000-0001-9933-6732, McGill University)
Ano2025
Volume47
Fascículo8
Páginas1304-1325
Data de publicação2025-08-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoMedical Teacher (JOURNAL)
Identificadores do periódicoISSN: 0142-159X • E-ISSN: 1466-187X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2024.2429612
PMID39674914
OpenAlexW4405402889
IdiomaEN
Citações recebidas5
Referências citadas410

BACKGROUND: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education. METHODOLOGY: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised using descriptive statistics and qualitative data synthesised using content analysis. RESULTS: was the most frequently used term encompassing a range of understandings and practices. Many papers focused on educators' enhanced understanding of teaching, learning, and assessment. Several highlighted the social context of collaborative practice and organisational learning. FD formats included workshops, courses, longitudinal programs, and coaching and mentoring. Dominant conceptual frameworks included Kirkpatrick's model of evaluation, communities of practice theory, adult learning theory, and experiential learning. CONCLUSIONS: Although FD continues to evolve in response to the dynamic HPE landscape, this growth needs to be accelerated. To facilitate meaningful collaboration across professions, contexts, and countries, attention must be paid to terms used and meanings ascribed to them. Those responsible for FD need to think anew about its purpose and practice, demonstrating flexibility as the ever-changing context demands

Engineering ethics · Faculty Development · Health care · Medical education · Political science · Professional development · Engineering · Evaluation of Teaching Practices · Health Professions · Innovations in Medical Education · Medicine · Nursing education and management · Psychology