Content area
Full Text
Faculty development programs are typically designed to broaden college/university faculty teaching expertise, increase research knowledge, or augment mentoring practice. Other than improved knowledge, skills and confidence levels, longterm benefits remain relatively unknown. The authors reviewed 414 empirical health professions faculty development studies published between 2006-2018; 97 that met inclusion criteria are reported. First, the authors read each paper to ensure a consistent understanding of its goals. Second, the authors provide a descriptive analysis of the categories, methods, and results. Third, the authors provide an overview of other characteristics such as the participants studied, researcher recommendations, elements of analysis, and critique the methods used. The findings showed that there were an overwhelming number of positive outcomes, which suggests that faculty development is beneficial. To improve data collection and increase the use of robust methods, the authors recommend strategies related to measurement types, data sources, research design, and researcher positionality. Improving study procedures may shed light on the creditable benefits of faculty development initiatives and lend support for continuous resource commitment.
FACULTY DEVELOPMENT is an approach to providing "the continuous learning that professionals may need ... to [develop] maintain, enhance, and broaden their professional competence" (Gottlieb, Rogers & Rainey, 2002, p. 280). Faculty development programs are intended to augment college/university faculty teaching expertise, research knowledge, or mentoring practice (O'Sullivan & Irby, 2011; Steinert et al., 2006). Often, faculty development initiatives aim to empower faculty members to excel in their role as educators and, in so doing, to create organizations that encourage and reward continual learning (Irby, 1993).
Increasingly, faculty development has become an important component in professional education (Behar-Horenstein, Schneider-Mitchell, & Graff, 2008; Behar-Horenstein, Mitchell, & Graff, 2009; Behar-Horenstein, Ginn, & Garvan, 2016; O'Sullivan & Irby 2011; Steinert et al. 2006). Used to manage change and develop professional skills, one of the primary purposes of faculty development has been to improve instructional practice. From novice to veteran professor in academia, the practice of educating students in the health professions requires lifelong learning. Faculty development programs range from single session workshops to multi- year-long commitments.
The need for faculty development is underscored by the observation that professional schools rarely prepare prospective academic faculty for the responsibilities of college and university teaching. Although health professions instructors are typically...