Current Experiences, Expectations, and Future Roles of Faculty Development

Needs and gaps of faculty development for medical schools

“…In addition, there has been a growing interest in self-care and life among professors with the increasing importance of work–life balance. Although FD programs are being implemented according to the needs and plans of medical school deans, FD officers, and educational experts at FD institutions, they must be tailored to meet the needs and performance of individual faculty members [ 11 , 18 ]. FD needs to shift from a system dominated by a few experts toward one that is more responsive to the needs of participating professors.…”

“…For highly engaged and disengaged professors, it is important to identify factors that discourage participation (e.g., lack of time and low interest) and to develop ways to motivate them, respectively [ 24 ]. This weakness can be compensated for by having an FD office with the expertise to manage faculty engagement, a flexible and personalized FD curriculum [ 11 ], and a systemic strategy in terms of institutional culture, reimbursement, appreciation, utility, and accessibility [ 25 ]. On the basis of these recommendations, it is necessary to establish an FD program system that can be applied to all 40 medical schools.…”

“…A recent systematic review of FD programs found that the types of FD programs were primarily workshops, short courses, and seminar series, with most programs focusing on the “faculty role” of information provider and coach, facilitator of learning and mentor, assessor, and diagnostician [ 10 ]. A focus group interview study with pediatric faculty identified barriers to FD opportunities and explored ways to improve them [ 11 ].…”