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

Abstract

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.

10 years of didactic training for novices in medical education at Charité

“…These results correspond to the results of a systematic review of evaluations for teacher training [10], in which respondents stated that they were generally very satisfied with university teacher training courses, and reported gains in their teaching skills and knowledge. A reported lack of satisfaction with their own teaching following the BTT course could be explained as a consequence of increased expectations of one’s own teaching.…”

Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges

“…Literature reviews of faculty development in higher education document positive impacts of these programmes on faculty members’ teaching and student learning . Reviews in the health professions literature additionally highlight the strengths of longitudinal faculty development programmes in advancing educational leadership, scholarship and networking . Criteria for judging the quality of faculty development programmes developed by an international panel to guide faculty development programmes can be found on the Association for Medical Education in Europe website as part of the ASPIRE to excellence award in faculty development…”

“…At the faculty member level a similar process is required. Many schools offer development certification programmes for faculty members, as well as longitudinal teaching programmes for health professions education scholars . These programmes provide faculty members with the knowledge and skills needed to perform their multiple roles as educators.…”

Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis

“…While it became a standalone area of research and practice, it evolved hand in hand with the deep debate on teachers' professional development (TPD) of any educational level and the perceived need of continuously support their processes of professionalization (Hendriks, Luyten, Scheerens, Sleegers, & Steen, 2010;Twining, Raffaghelli, Albion, & Knezek, 2013). Moreover, a high number of contributions in the field came from the research area of medical education (Steinert et al, 2016). The topics covered within studies on faculty development regarded mainly the effectiveness of professional development programs (Centra, 1978;Simon & Pleschová, 2013) analysing not only the academics' perceptions and effective changes on their professional practices but also on students' learning (Guskey & Yoon, 2009).…”