Skip to main content
SpringerLink
Log in

Faculty Development

  • Chapter
  • First Online:
Graduate Medical Education in Psychiatry

  • 397 Accesses

Abstract

Faculty development is crucial to the success of a graduate medical education (GME) program. In designing a faculty development program, GME program directors and planners can use a continuous quality improvement model of needs assessment, topic selection, choosing educational strategies, implementation, and evaluation. Content areas for faculty development include those required by the Accreditation Council for Graduate Medical Education (ACGME, i.e., developing faculty as educators, implementing quality improvement and patient safety efforts, delivering high-quality patient care, and fostering well-being), Clinical Learning Environment Review (CLER) components, and other important topics such as clinical supervision; didactic teaching; diversity, equity, and inclusion; scholarship; and leadership. Faculty development is most effective when it incorporates experiential, multimodal, interactive, and longitudinal learning. Strategies for delivering faculty development can be group or individual, formal or informal, and one-time events versus longitudinal programs. A variety of local and national resources can be helpful in planning faculty development.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Accreditation Council for Graduate Medical Education. Common program requirements [Internet]. [cited 2021 Sep 14]. Available from: https://www.acgme.org/what-we-do/accreditation/common-program-requirements/

  2. Steinert Y, editor. Faculty development in the health professions – a focus on research and practice. Springer; 2014.

    Google Scholar 

  3. De Golia SG, Cagande CC, Ahn MS, Cullins LM, Walaszek A, Cowley DS. Faculty development for teaching faculty in psychiatry: where we are and what we need. Acad Psychiatry. 2019;43(2):184–90.

    Article  PubMed  Google Scholar 

  4. Clinical Learning Environment Review (CLER) [Internet]. [cited 2021 Sep 7]. Available from: https://www.acgme.org/What-We-Do/Initiatives/Clinical-Learning-Environment-Review-CLER/

  5. Ramani S, Orlander JD, Strunin L, Barber TW. Whither bedside teaching? A focus-group study of clinical teachers. Acad Med. 2003;78(4):384–90.

    Article  PubMed  Google Scholar 

  6. Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 2016;38(8):769–86.

    Article  PubMed  Google Scholar 

  7. Baron RB, Davis NL, Davis DA, Headrick LA. Teaching for quality: where do we go from here? Am J Med Qual. 2014;29(3):256–8.

    Article  PubMed  Google Scholar 

  8. Roy MH, Pontiff K, Vath RJ, Bolton M, Dunbar AE. QI-on-the-fly: continuous faculty development to enhance patient safety teaching and reporting. J Grad Med Educ. 2016;8(3):461–2.

    Article  PubMed  PubMed Central  Google Scholar 

  9. van Schaik SM, Chang A, Fogh S, Haehn M, Lyndon A, O’Brien B, et al. Jump-starting faculty development in quality improvement and patient safety education: a team-based approach. Acad Med. 2019;94(11):1728–32.

    Article  PubMed  Google Scholar 

  10. Accreditation Council for Graduate Medical Education. Psychiatry Milestones 2.0 [Internet]. [cited 2021 Sept 14]. Available from: https://www.acgme.org/Specialties/Milestones/pfcatid/21/Psychiatry/

  11. Accreditation Council for Graduate Medical Education. Program requirements for graduate medical education in psychiatry [Internet]. [cited 2021 Sep 14]. Available from: https://www.acgme.org/specialties/program-requirements-and-faqs-and-applications/pfcatid/21/psychiatry/

  12. Houston LJ, DeJong S, Brenner AM, Macaluso M, Kinzie JM, Arbuckle MR, et al. Challenges of assessing resident competency in well-being: development of the psychiatry milestones 2.0 well-being subcompetency. Acad Med. 2021;97(3):351–6.

    Article  Google Scholar 

  13. Regan L, Jung J, Kelen GD. Educational value units: a mission-based approach to assigning and monitoring faculty teaching activities in an academic medical department. Acad Med. 2016;91(12):1642–6.

    Article  PubMed  Google Scholar 

  14. Fassiotto M, Simard C, Sandborg C, Valantine H, Raymond J. An integrated career coaching and time-banking system promoting flexibility, wellness, and success: a pilot program at Stanford University School of Medicine. Acad Med. 2018;93(6):881–7.

    Article  PubMed  PubMed Central  Google Scholar 

  15. Goldman S. Enhancing adult learning in clinical supervision. Acad Psychiatry. 2011;35(5):302–6.

    Article  PubMed  Google Scholar 

  16. De Golia SG, Corcoran KM. Supervision in psychiatric practice: practical approaches across venues and providers. American Psychiatric Pub; 2019. p. 460.

    Google Scholar 

  17. Greenberg WE, Borus JF. Focused opportunities for resident education on Today’s inpatient psychiatric units. Harv Rev Psychiatry. 2014;22(3):201–4.

    Article  PubMed  Google Scholar 

  18. Cawkwell PB, Jaffee EG, Frederick D, Gerken AT, Vestal HS, Stoklosa J. Empowering clinician-educators with chalk talk teaching scripts. Acad Psychiatry. 2019;43(4):447–50.

    Article  PubMed  Google Scholar 

  19. Reardon C, May M, Williams K. Psychiatry resident outpatient clinic supervision: how training directors are balancing patient care, education, and reimbursement. Acad Psychiatry. 2014;38(4):476–80.

    Article  PubMed  Google Scholar 

  20. Anderson PAM. Giving feedback on clinical skills: are we starving our young? J Grad Med Educ. 2012;4(2):154–8.

    Article  PubMed  PubMed Central  Google Scholar 

  21. McCutcheon S, Duchemin A-M. Overcoming barriers to effective feedback: a solution-focused faculty development approach. Int J Med Educ. 2020;11:230–2.

    Article  PubMed  PubMed Central  Google Scholar 

  22. Gooding HC, Mann K, Armstrong E. Twelve tips for applying the science of learning to health professions education. Med Teach. 2017;39(1):26–31.

    Article  CAS  PubMed  Google Scholar 

  23. Kaufman DM. Applying educational theory in practice. BMJ. 2003;326(7382):213–6.

    Article  PubMed  PubMed Central  Google Scholar 

  24. Reed S, Shell R, Kassis K, Tartaglia K, Wallihan R, Smith K, et al. Applying adult learning practices in medical education. Curr Probl Pediatr Adolesc Health Care. 2014;44(6):170–81.

    Article  PubMed  Google Scholar 

  25. Touchet BK. A pilot use of team-based learning in psychiatry resident psychodynamic psychotherapy education. Acad Psychiatry. 2005;29(3):293–6.

    Article  PubMed  Google Scholar 

  26. Thomas PA, Kern DE, Hughes MT, Chen BY. Curriculum development for medical education: a six-step approach. JHU Press; 2016. p. 313.

    Google Scholar 

  27. Toor R, Cerimele JM, Farnum M, Ratzliff A. Longitudinal faculty development in curriculum design: our experience in the integrated care training program. Acad Psychiatry. 2020;44(6):761–5.

    Article  PubMed  Google Scholar 

  28. McCann RA, Erickson JM, Palm-Cruz KJ. The development, implementation, and evaluation of a novel Telepsychiatry curriculum for integrated care psychiatry fellows. Acad Psychiatry. 2020;44(4):451–4.

    Article  PubMed  Google Scholar 

  29. Becoming a More Equitable Educator: Mindsets and Practices [Internet]. edX. [cited 2021 Sep 14]. Available from: https://www.edx.org/course/becoming-a-more-equitable-educator-mindsets-and-practices

  30. Wheeler M, de Bourmont S, Paul-Emile K, Pfeffinger A, McMullen A, Critchfield JM, et al. Physician and trainee experiences with patient bias. JAMA Intern Med. 2019;179(12):1678–85.

    Article  PubMed  PubMed Central  Google Scholar 

  31. Goldenberg MN, Cyrus KD, Wilkins KM. ERASE: a new framework for faculty to manage patient mistreatment of trainees. Acad Psychiatry. 2019;43(4):396–9.

    Article  PubMed  Google Scholar 

  32. Shankar M, Albert T, Yee N, Overland M. Approaches for residents to address problematic patient behavior: before, during, and after the clinical encounter. J Grad Med Educ. 2019;11(4):371–4.

    Article  PubMed  PubMed Central  Google Scholar 

  33. Wheeler DJ, Zapata J, Davis D, Chou C. Twelve tips for responding to microaggressions and overt discrimination: when the patient offends the learner. Med Teach. 2019;41(10):1112–7.

    Article  PubMed  Google Scholar 

  34. Lim RF, Luo JS, Suo S, Hales RE. Diversity initiatives in academic psychiatry: applying cultural competence. Acad Psychiatry. 2008;32(4):283–90.

    Article  PubMed  Google Scholar 

  35. Rodriguez JE, Campbell KM, Fogarty JP, Williams RL. Underrepresented minority faculty in academic medicine: a systematic review of URM faculty development. Fam Med. 2014;46(2):100–4.

    PubMed  Google Scholar 

  36. Johnson JC, Jayadevappa R, Taylor L, Askew A, Williams B, Johnson B. Extending the pipeline for minority physicians: a comprehensive program for minority faculty development. Acad Med. 1998;73(3):237–44.

    Article  CAS  PubMed  Google Scholar 

  37. Gruppen LD, Frohna AZ, Anderson RM, Lowe KD. Faculty development for educational leadership and scholarship. Acad Med. 2003;78(2):137–41.

    Article  PubMed  Google Scholar 

  38. Sood A, Qualls C, Tigges B, Wilson B, Helitzer D. Effectiveness of a faculty mentor development program for scholarship at an academic health center. J Contin Educ Heal Prof. 2020;40(1):58–65.

    Article  Google Scholar 

  39. Steinert Y, Naismith L, Mann K. Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Med Teach. 2012;34(6):483–503.

    Article  PubMed  Google Scholar 

  40. Servey JT, Hartzell JD, McFate T. A faculty development model for academic leadership education across a health care organization. J Med Educ Curric Dev. 2020;7:2382120520948878.

    Article  PubMed  PubMed Central  Google Scholar 

  41. Steinert Y. Becoming a better teacher: from intuition to intent. In: Theory and practice of teaching medicine. American College of Physicians; 2010. p. 73–93.

    Google Scholar 

  42. Sirianni G, Glover Takahashi S, Myers J. Taking stock of what is known about faculty development in competency-based medical education: a scoping review paper. Med Teach. 2020;42(8):909–15.

    Article  PubMed  Google Scholar 

  43. Teshima J, McKean AJS, Myint MT, Aminololama-Shakeri S, Joshi SV, Seritan AL, et al. Developmental approaches to faculty development. Psychiatr Clin North Am. 2019;42(3):375–87.

    Article  PubMed  Google Scholar 

  44. Lau C, Ford J, Van Lieshout RJ, Saperson K, McConnell M, McCabe R. Developing mentoring competency: does a one session training workshop have impact? Acad Psychiatry. 2016;40(3):429–33.

    Article  PubMed  Google Scholar 

  45. Fertig AM, Tew JD, Douaihy AB, Nash KC, Solai LK, Travis MJ, et al. Developing a clinician educator faculty development program: lessons learned. Acad Psychiatry. 2017;41(3):417–22.

    Article  PubMed  Google Scholar 

  46. Gould NF, Walsh AL, Marano C, Roy D, Chisolm MS. The psychiatry academy of clinician educators: a novel faculty development program. Acad Psychiatry. 2020;44(6):814–5.

    Article  PubMed  Google Scholar 

  47. Tong L, Hung E. A novel department-based faculty fellowship to promote scholarship in medical education. Acad Psychiatry. 2018;42(3):402–5.

    Article  PubMed  Google Scholar 

  48. Medina M, Williams V, Fentem L. The development of an education grand rounds program at an academic health center. Int J Med Educ. 2010;1:30–6.

    Article  Google Scholar 

  49. Fidler DC, Khakoo R, Miller LA. Teaching scholars programs: faculty development for educators in the health professions. Acad Psychiatry. 2007;31(6):472–8.

    Article  PubMed  Google Scholar 

  50. Cohen R, Murnaghan L, Collins J, Pratt D. An update on master’s degrees in medical education. Med Teach. 2005;27(8):686–92.

    Article  PubMed  Google Scholar 

  51. Steinert Y. Faculty development: from workshops to communities of practice. Med Teach. 2010;32(5):425–8.

    Article  PubMed  Google Scholar 

  52. Joy JA, Garbely JM, Shack JG, Kurien M, Lamdan RM. Supervising the supervisors: a case-based group forum for faculty development. Acad Psychiatry. 2008;32(6):521–4.

    Article  PubMed  Google Scholar 

  53. Lord JA, Mourtzanos E, McLaren K, Murray SB, Kimmel RJ, Cowley DS. A peer mentoring group for junior clinician educators: four years’ experience. Acad Med. 2012;87(3):378–83.

    Article  PubMed  Google Scholar 

  54. Murray SB, Levy M, Lord J, McLaren K. Peer-facilitated reflection: a tool for continuing professional development for faculty. Acad Psychiatry. 2013;37(2):125–8.

    Article  PubMed  Google Scholar 

  55. Sexton JM, Lord JA, Brenner CJ, Curry CE, Shyn SI, Cowley DS. Peer mentoring process for psychiatry curriculum revision: lessons learned from the “Mod Squad”. Acad Psychiatry. 2016;40(3):436–40.

    Article  PubMed  Google Scholar 

  56. Shoemaker EZ, Myint MT, Joshi SV, Hilty DM. Low-resource project-based interprofessional development with psychiatry faculty. Psychiatr Clin North Am. 2019;42(3):413–23.

    Article  PubMed  Google Scholar 

  57. Rosenbaum M, Ferguson K, Kreiter C, Johnson C. Using a peer evaluation system to assess faculty performance and competence. Fam Med. 2005;37:429–33.

    PubMed  Google Scholar 

  58. Newman LR, Lown BA, Jones RN, Johansson A, Schwartzstein RM. Developing a peer assessment of lecturing instrument: lessons learned. Acad Med. 2009;84(8):1104–10.

    Article  PubMed  Google Scholar 

  59. Flynn SP, Bedinghaus J, Snyder C, Hekelman F. Peer coaching in clinical teaching: a case report. Fam Med. 1994;26(9):569–70.

    CAS  PubMed  Google Scholar 

  60. Carlson K, Ashford A, Hegagi M, Vokoun C. Peer coaching as a faculty development tool: a mixed methods evaluation. J Grad Med Educ. 2020;12(2):168–75.

    Article  PubMed  PubMed Central  Google Scholar 

  61. Showers B, Joyce B. The evolution of peer coaching. Educational leadership, 53, 12-16. – References – Scientific research publishing [Internet]. [cited 2021 Sep 14]. 1996. Available from: https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55.))/reference/referencespapers.aspx?referenceid=2133206

  62. Bowler C, Foshee C, Haggar F, Simpson D, Schroedl C, Billings H. Got 15? Try faculty development on the fly: a snippets workshop for microlearning. MedEdPORTAL. 2021;17:11161.

    Article  PubMed  PubMed Central  Google Scholar 

  63. Walensky RP, Kim Y, Chang Y, Porneala BC, Bristol MN, Armstrong K, et al. The impact of active mentorship: results from a survey of faculty in the Department of Medicine at Massachusetts General Hospital. BMC Med Educ. 2018;18(1):108.

    Article  PubMed  PubMed Central  Google Scholar 

  64. Kashiwagi DT, Varkey P, Cook DA. Mentoring programs for physicians in academic medicine: a systematic review. Acad Med. 2013;88(7):1029–37.

    Article  PubMed  Google Scholar 

  65. Fox EC, Waldron JA, Bohnert P, Hishinuma ES, Nordquist CR. Mentoring new faculty in a department of psychiatry. Acad Psychiatry. 1998;22(2):98–106.

    Article  PubMed  Google Scholar 

  66. Bonifacino E, Ufomata EO, Farkas AH, Turner R, Corbelli JA. Mentorship of underrepresented physicians and trainees in academic medicine: a systematic review. J Gen Intern Med. 2021;36(4):1023–34.

    Article  PubMed  PubMed Central  Google Scholar 

  67. Yager J, Ritvo A, Wolfe JH, Feinstein RE. A survival guide to low-resource peer-reviewed creative scholarship for aspiring clinician-educators. Acad Psychiatry. 2018;42(6):841–6.

    Article  PubMed  Google Scholar 

  68. Sturpe DA, Schaivone KA. A primer for objective structured teaching exercises. Am J Pharm Educ. 2014;78(5):104.

    Article  PubMed  PubMed Central  Google Scholar 

  69. Simpson D, Marcdante K, Souza KH. The power of peers: faculty development for medical educators of the future. J Grad Med Educ. 2019;11(5):509–12.

    Article  PubMed  PubMed Central  Google Scholar 

  70. Sotto-Santiago S, Poll-Hunter N, Trice T, Buenconsejo-Lum L, Golden S, Howell J, et al. A framework for developing antiracist medical educators and practitioner-scholars. Acad Med. 2021;97(1):41–7.

    Article  Google Scholar 

  71. Accreditation Council for Graduate Medical Education. ACGME equity matters™ [Internet]. [cited 2021 Sept 14] Available from: https://www.acgme.org/What-We-Do/Diversity-Equity-and-Inclusion/ACGME-Equity-Matters/

Download references

Author information

Authors and Affiliations

  1. Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA

    Laurel Pellegrino, Anna Ratzliff & Deborah S. Cowley

Authors
  1. Laurel Pellegrino
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anna Ratzliff
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Deborah S. Cowley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Deborah S. Cowley .

Editor information

Editors and Affiliations

  1. Department of Psychiatry and Behavioral Neurobiology, The University of Alabama at Birmingham, Heersink School of Medicine, Birmingham, AL, USA

    Matthew Macaluso

  2. Department of Psychiatry, Neuroscience Institute Southern Illinois University School of Medicine, Springfield, IL, USA

    L. Joy Houston

  3. Department of Psychiatry, Oregon Health and Science University, Portland, OR, USA

    J. Mark Kinzie

  4. Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA

    Deborah S. Cowley

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Pellegrino, L., Ratzliff, A., Cowley, D.S. (2022). Faculty Development. In: Macaluso, M., Houston, L.J., Kinzie, J.M., Cowley, D.S. (eds) Graduate Medical Education in Psychiatry. Springer, Cham. https://doi.org/10.1007/978-3-031-00836-8_23

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-00836-8_23

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-00835-1

  • Online ISBN: 978-3-031-00836-8

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation