Faculty Development for Teaching Faculty in Psychiatry: Where We Are and What We Need

  • Sallie G. De Golia
  • Consuelo C. Cagande
  • Mary S. Ahn
  • Lisa M. Cullins
  • Art Walaszek
  • Deborah S. Cowley
In Brief Report

Abstract

Objective

A Faculty Development Task Force surveyed the American Association of Directors of Psychiatric Residency Training membership to assess faculty development for graduate medical education faculty in psychiatry departments and barriers to seeking graduate medical education careers.

Methods

An anonymous Survey Monkey survey was emailed to 722 American Association of Directors of Psychiatric Residency Training members. The survey included questions about demographics, the current state of faculty development offerings within the respondent’s psychiatry department and institution, and potential American Association of Directors of Psychiatric Residency Training faculty development programming. Two open-response questions targeted unmet faculty development needs and barriers to seeking a career in graduate medical education. Results were analyzed as frequencies and open-ended questions were coded by two independent coders. We limited our analysis to general psychiatry program director responses for questions regarding faculty development activities in an attempt to avoid multiple responses from a single department.

Results

Response rates were 21.0% overall and 30.4% for general program directors. General program directors reported that the most common existing departmental faculty development activities were educational grand rounds (58.7%), teaching workshops (55.6%), and funding for external conference attendance (52.4%). Of all survey respondents, 48.1% expressed the need for more protected time, 37.5% teaching skills workshops, and 16.3% mentorship. Lack of funding (56.9%) and time (53.9%) as well as excessive clinical demands (28.4%) were identified as the main barriers to seeking a career in graduate medical education.

Conclusions

Despite increasing faculty development efforts in psychiatry departments and institutions, real and significant unmet faculty development needs remain. Protected time remains a significant unmet need of teaching faculty which requires careful attention by departmental leadership.

Keywords

Faculty development Academic careers Teaching methods Career development 

Notes

Acknowledgements

We would like to thank the American Association of Directors of Psychiatric Residency Programs (AADPRT) for creating the Faculty Development Taskforce to assess the status of faculty development programs available to GME faculty within the USA.

Compliance with Ethical Standards

The Institutional Review Board (IRB) of University of Washington was consulted and stated that publication of collected survey data did not require IRB review.

Disclosures

On behalf of all authors, the corresponding author states that there is no conflict of interest.

References

  1. 1.
    Heard JK, Allen RM, Clardy J. Assessing the needs of residency program directors to meet the ACGME general competencies. Acad Med. 2002;77(7):750.CrossRefPubMedGoogle Scholar
  2. 2.
    revised common program requirements effective ACGME. July 1, 2017, Accessed November. 2017:21.Google Scholar
  3. 3.
    Bhugra D, Tasman A, Pathare S, Priebe S, Smith S, Torous J, et al. The WPA-lancet psychiatry commission on the future of psychiatry. Lancet. 2017;4:775–818.PubMedGoogle Scholar
  4. 4.
    Ries A, Wingard D, Gamst A, Larsen C, Farrell E, Reznik V. Measuring faculty retention and success in academic medicine. Acad Med. 2012;87(8):1046–51.CrossRefPubMedGoogle Scholar
  5. 5.
    Levinson W, Rubinstein A. Integrating clinician-educators into academic medical centers: challenges and potential solutions. Acad Med. 2000;75(9):906–12.CrossRefPubMedGoogle Scholar
  6. 6.
    Leslie K, Baker L, Egan-Lee E, Esdaile M, Reeves S. Advancing faculty development in medical education: a systematic review. Acad Med. 2013;88:1038–45.CrossRefPubMedGoogle Scholar
  7. 7.
    Sonnino RE, Reznik V, Thorndyke LA, Chatterjee A, Ríos-Bedoya CF, Mylona E, et al. Evolution of faculty affairs and faculty development offices in US medical schools: a 10-year follow-up survey. Acad Med. 2013;88:1368–75.CrossRefPubMedGoogle Scholar
  8. 8.
    Kochar MS, Simpson DE, Brown D. Graduate medical education at the Medical College of Wisconsin: new initiatives to respond to the changing residency training environment. WMJ. 2003;102(2):38–42.PubMedGoogle Scholar
  9. 9.
    O’Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86:421–8.CrossRefPubMedGoogle Scholar
  10. 10.
    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. Medical Teacher. 2016;38:769–86.CrossRefPubMedGoogle Scholar
  11. 11.
    Palermo AS, Soto-Greene ML, Taylor VS, et al. Minority faculty development: overview. Mt Sin J of Med. 2008;75:523–32.CrossRefGoogle Scholar
  12. 12.
    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.CrossRefPubMedGoogle Scholar

Copyright information

© Academic Psychiatry 2018

Authors and Affiliations

  • Sallie G. De Golia
    • 1
  • Consuelo C. Cagande
    • 2
  • Mary S. Ahn
    • 3
  • Lisa M. Cullins
    • 4
  • Art Walaszek
    • 5
  • Deborah S. Cowley
    • 6
  1. 1.Stanford UniversityStanfordUSA
  2. 2.Cooper Medical School of Rowan UniversityCamdenUSA
  3. 3.University of MassachusettsWorcesterUSA
  4. 4.Children’s National Medical CenterWashingtonUSA
  5. 5.University of WisconsinMadisonUSA
  6. 6.University of WashingtonSeattleUSA

Personalised recommendations