An innovative process for faculty development in residency training.

Journal Article

BACKGROUND: For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible. DESCRIPTION: An innovative faculty development model that accomplishes these goals is described. This model trained faculty to analyze curricular needs and then to design, disseminate, and evaluate their curricula. This model utilized guided experiential learning that promoted the creation of residency program curricula and faculty buy-in. EVALUATION: Key outcomes included high levels of resident satisfaction and use of the curricula, improved tracking of rotation progress, improved faculty satisfaction with their role as educators, perceived improvement in resident evaluations, and increased involvement of faculty in creating and teaching to the curriculum. CONCLUSION: This process may be adapted by other programs based on their available resources to address faculty development needs. The process serves as a model for meeting ACGME requirements.

Full Text

Duke Authors

Cited Authors

  • Narayan, AP; Whicker, SA; McGann, KA

Published Date

  • 2012

Published In

Volume / Issue

  • 24 / 3

Start / End Page

  • 248 - 256

PubMed ID

  • 22775790

Electronic International Standard Serial Number (EISSN)

  • 1532-8015

Digital Object Identifier (DOI)

  • 10.1080/10401334.2012.692280

Language

  • eng

Conference Location

  • United States