The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Reframing Research on Faculty Development
Abstract
Research on faculty development has focused primarily on individual participants and has produced relatively little generalizable knowledge that can guide faculty development programs. In this article, the authors examine how current research on faculty development in medical education can be enriched by research in related fields such as teacher education, quality improvement, continuing medical education, and workplace learning. As a result of this analysis, the authors revise the old model for conceptualizing faculty development (preferably called professional development). This expanded model calls for research on educational process and outcomes focused on two communities of practice: the community created among participants in faculty development programs and the communities of teaching practice in the workplace (classroom or clinic) where teaching actually occurs. For the faculty development community, the key components are the participants, program, content, facilitator, and context in which the program occurs and in which the faculty teach. For the workplace community, associated components include relationships and networks of association in that environment, the organization and culture of the setting, the teaching tasks and activities, and the mentoring available to the members of that academic and/or clinical community of teaching practice. This expanded model of faculty development generates a new set of research questions, which are described along with six recommendations for enhancing research, including establishment of a national center for research in health professions education.
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Cites
To Err Is Human: Building a Safer Health System
(2000) · National Academies Press eBooks · doi:10.17226/9728 · Cited by 14,044
Crossing the Quality Chasm: A New Health System for the 21st Century
Baker, A. (2001) · BMJ · doi:10.1136/bmj.323.7322.1192 · Cited by 10,736
Audit and feedback: effects on professional practice and healthcare outcomes
Ivers, N., Jamtvedt, G., Flottorp, S., Young, J. M., Odgaard-Jensen, J., French, S. D., O'Brien, M. A., Johansen, M., Grimshaw, J., & Oxman, A. D. (2012) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd000259.pub3 · Cited by 5,485
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Forsetlund, L., Bjørndal, A., Rashidian, A., Jamtvedt, G., O'Brien, M. A., Wolf, F. M., Davis, D., Odgaard-Jensen, J., & Oxman, A. D. (2009) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd003030.pub2 · Cited by 1,849
Scientific Research in Education
(2002) · National Academies Press eBooks · doi:10.17226/10236 · Cited by 1,723
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Reframing Professional Development Through Understanding Authentic Professional Learning
Webster-Wright, A. (2009) · Review of Educational Research · doi:10.3102/0034654308330970 · Cited by 1,174
Learning In The Workplace: Strategies for effective practice
Billett, S. R. (2001) · Cited by 823
Cited by
Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., et al. (2016) · Medical Teacher · doi:10.1080/0142159x.2016.1181851 · Cited by 845
Faculty Development in Assessment: The Missing Link in Competency-Based Medical Education
Holmboe, E. S., Ward, D. S., Reznick, R. K., Katsufrakis, P. J., Leslie, K. M., Patel, V. L., Ray, D. D., & Nelson, E. A. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31820cb2a7 · Cited by 324
Advancing Faculty Development in Medical Education: A Systematic Review
Leslie, K., Baker, L., Egan-Lee, E., Esdaile, M., & Reeves, S. (2013) · Academic Medicine · doi:10.1097/acm.0b013e318294fd29 · Cited by 264
Is being a medical educator a lonely business? The essence of social support
van den Berg, J. W., Verberg, C. P. M., Scherpbier, A. J. J. A., Jaarsma, A. D. C., & Lombarts, K. M. J. M. H. (2017) · Medical Education · doi:10.1111/medu.13162 · Cited by 28
van den Berg, J. W., Verberg, C. P. M., Berkhout, J. J., Lombarts, M. J. M. H., Scherpbier, A. J. J. A., & Jaarsma, A. D. C. (2015) · BMC Research Notes · doi:10.1186/s13104-015-1393-4 · Cited by 26
Metadata
- Authors
- OʼSullivan, P. S., & Irby, D. M.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2011-04
- Volume
- 86
- Issue
- 4
- Pages
- 421-428
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W1974326496
- Cited by
- 335
- References
- 38
- FWCI
- 14.70
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
