Exploring Quality and Requirements in Faculty Development Related to Teaching

Journal of Continuing Education in the Health Professions (01/24/24) Rudd, Mariah; Whicker, Shari; Mutcheson, R. Brock; et al.

This study examined medical school requirements for faculty development related to teaching (FDT) in the United States and ultimately helped set a national benchmark for FDT requirements in medical education. The researchers sent one survey to Faculty Affairs Offices in U.S. medical schools and another to faculty within a single medical school to assess their perceptions of existing FDT requirements. Among the respondents — approximately a third of U.S. medical schools — few of the schools had formal requirements for FDT, and the hours and activities needed to satisfy the requirements as well as the repercussions for noncompliance varied widely. It is worth considering adding a requirement going forward, respondents from schools without requirements added. On the local level, many faculty said the FDT requirements enhanced their skills. The findings included several qualitative themes on FDT requirements in medical education and related recommendations for medical schools to review.

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