Viewing faculty development through an organizational lens: Sharing lessons learned

Kolomitro, Klodiana; Hamilton, Joanne; Leslie, Karen; Hazelton, Lara; Veerapen, Kiran; Kelly-Turner, Kenna; Keegan, David A

doi:10.1080/0142159x.2021.1931078

Cited by 7 publications

(10 citation statements)

References 9 publications

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“…Our study’s findings on culture can help to further our understanding of the FD context that these authors recognized and inform the processes of negotiating, constructing and attuning FD, which they identified. In another study, Kolomitro and colleagues, 14 examined how the institutional context can influence faculty developers’ capacity to fulfill their mandate. They also identified the critical role of context and concluded that FD must be adequately recognized and resourced to be effective, a finding which is reflected in our theme of negotiating recognition.…”

Section: Discussionmentioning

confidence: 99%

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Exploring the culture of faculty development: insights from Canadian leaders of faculty development

Lewis

Steinert

2023

Can. Med. Ed. J

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Background: Although the word culture is frequently mentioned in research on faculty development (FD), the concept is rarely explored. This research aimed to examine the culture of FD in Canada, through the eyes of leaders of FD in the health professions. Studying culture can help reveal the practices and implicit systems of beliefs and values that, when made explicit, could enhance programming. Method: FD leaders from all Canadian medical schools were invited to participate in semi-structured telephone interviews between November 2016 and March 2017. The researchers used a constructivist methodology and theoretical framework located within cultural studies, borrowing from phenomenological inquiry to move beyond descriptions to interpretations of participants’ perceptions. Constant comparison was used to conduct a thematic analysis within and across participants’ interview transcripts. Results: Fifteen FD leaders, representing 88% of medical schools (15/17) in Canada, participated in this study. Four themes characterized the culture of FD: balancing competing voices and priorities; cultivating relationships and networks; promoting active, practice-based learning; and negotiating recognition. Conclusion: Although the culture of FD may vary from context to context, this study revealed shared values, practices, and beliefs, focused on the continuous improvement of individual and collective abilities and the attainment of excellence.

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Section: Discussionmentioning

confidence: 99%

“…The organization of FD varies across medical schools in Canada. 14 Although the overall purpose of FD is similar across institutions, institutional mandates dictate that FD units operate differently. For instance, some medical schools offer interprofessional FD, while others leave FD up to individual departments.…”

Section: Methodsmentioning

confidence: 99%

Exploring the culture of faculty development: insights from Canadian leaders of faculty development

Lewis

Steinert

2023

Can. Med. Ed. J

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“…18,19 FD units or teams are embedded within organizations that differ widely in terms of priorities, values, and resources. 86 FD leaders can embrace these opportunities in 2 ways. They can retain an organizational lens in the development of FD programs and activities, and/or they can work with administrators to develop and implement organization-wide initiatives, based on evidence, which support the improvement of medical education.…”

Section: Contributing To Organization-wide Initiativesmentioning

confidence: 99%

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

Steinert,

O’Sullivan,

Irby

2024

Acad Med

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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.

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“…Given the complexity of faculty developers' roles, it is important that professional development opportunities broaden the scope beyond teaching into the themes above so that planned activities can enable the acquisition of knowledge and skills in diverse areas. All the above recommendations will require the allocation of time, personnel and financial resources, and the recognition of faculty developers as valued contributors to health care education 14 so that there will be investment in their development and ongoing learning as competent professionals. Further exploration of the design, implementation, and evaluation of professional development opportunities in different contexts is also needed; as Baker and colleagues 6 remind us, faculty developers actively interact with the environment and continue to evolve through that process.…”

Section: How Do Faculty Developers Address Their Gaps?mentioning

confidence: 99%

Developing Faculty Developers: An Underexplored Realm in Professional Development

Kolomitro

Soleas

Steinert

2023

J Contin Educ Health Prof

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As faculty developers enter the field and grow in their roles, how do they keep up with ongoing changes and ensure that their knowledge remains relevant and up-to-date? In contrast to most of the studies which focused on the needs of faculty members, we focus on the needs of those who fulfill the needs of others. We highlight the knowledge gap and lack of adaptation of the field to consider the issue of professional development of faculty developers more broadly by studying how they identify their knowledge gaps and what approaches they use to address those gaps. The discussion of this problem sheds light on the professional development of faculty developers and offers several implications for practice and research. Our own piece of the solution indicates that faculty developers follow a multimodal approach to the development of their knowledge, including formal and informal approaches to addressing perceived gaps. Within this multimodal approach, our results suggest that the professional growth and learning of faculty developers is best characterized as a social practice. Based on our research, it would seem worthwhile for those in the field to become more intentional about the professional development of faculty developers and harness aspects of social learning in that process to better reflect faculty developers' learning habits. We also recommend applying these aspects more broadly to, in turn, enhance the development of educational knowledge and educational practices for the faculty members these educators support.

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Viewing faculty development through an organizational lens: Sharing lessons learned

Cited by 7 publications

References 9 publications

Exploring the culture of faculty development: insights from Canadian leaders of faculty development

Exploring the culture of faculty development: insights from Canadian leaders of faculty development

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

Developing Faculty Developers: An Underexplored Realm in Professional Development

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