The Role of Faculty Development in Advancing Change at the Organizational Level

Bibliographic Data

ID21615269
AuthorsYvonne Steinert (0000-0001-9933-6732, Y. Steinert is professor of Family Medicine and Health Sciences Education, the Richard and Sylvia Cruess Chair in Medical Education, and the former director of the Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada, corresponding author), Patricia O’sullivan (0000-0002-8706-4095, P.S. O’Sullivan is professor, medicine and surgery, and director, Research in Medical Education, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California), David M Irby (0000-0001-5753-8918, D.M. Irby is professor emeritus of medicine and senior research scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California)
Year2024
Volume99
Issue7
Pages716-723
Publication date2024-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000005732
PMID38579264
OpenAlexW4394741430
LanguageEN
Citations received9
References cited91

Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education. To impact the organization at large, the authors propose a model that includes 4 major goals: (1) promoting individual and group development, through educational and leadership development programs, coaching and mentoring, and advanced degrees; (2) advocating for infrastructure and resources, including academies of medical educators, educational scholarship units, educational awards, and intramural funding for educational innovation and scholarship; (3) influencing policies and procedures, by engaging educators on key committees, reviewing appointment and promotion criteria, defining educator roles and portfolios, and valuing diversity, equity, and inclusion; and (4) contributing to organization-wide initiatives, such as addressing “hot button” issues, identifying value factors that support investments in FD and medical education, and enhancing the visibility of educators. In this model, the 4 goals are dynamically interconnected and can impact the culture of the organization. For each goal, the authors offer evidence-informed actions that FD leaders, along with other educational leaders, can adopt to improve the organizational culture and inspire institutionally relevant actions. Because each institution is unique, the options are illustrative and not prescriptive. The intent is to provide examples of how FD leaders and programs can enhance the educational mission through broader engagement with their institutions

Coaching · Credentialing · Culture change · Educational Equity · Excellence · Faculty Development · Higher education · Leadership development · Medical education · Organization development · Organizational culture · Pedagogy · Political science · Professional development · Public relations · Scholarship · Sociology · Advances in Oncology and Radiotherapy · Health and Medical Research Impacts · Innovations in Medical Education · Medicine · Psychology

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