Skip to main content
SpringerLink
Log in
Book cover

Faculty Development in the Health Professions pp 3–25Cite as

Faculty Development: Core Concepts and Principles

  • Chapter
  • First Online:

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 11))

Abstract

This book is intended to inform health professionals, including clinical teachers, educational leaders, policy makers, and faculty developers, about the scope and practice of faculty development. It is also designed to review the relevant literature in the field, describe current best practices, and outline future directions. This introductory chapter will address what we mean by ‘faculty development’, common goals and definitions, the rationale for faculty development, and the context in which it occurs. We will also describe the scope of faculty development, common approaches, and practical applications that respond to educational and health care priorities, and the need for research, scholarship, and knowledge translation in this emerging field.

This is a preview of subscription content, 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   189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   249.99
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

Learn about institutional subscriptions

References

  • Academy of Medical Educators. (2012). Professional standards. London, UK: Academy of Medical Educators. Available from: http://www.medicaleducators.org/index.cfm/linkservid/180C46A6-B0E9-B09B-02599E43F9C2FDA9/showMeta/0/

  • Adkoli, B. V., Gupta, V., Sood, R., & Pandav, C. S. (2009). From reorientation of medical education to development of medical educators. Indian Journal of Public Health, 53(4), 218–222.

    Google Scholar 

  • Alteen, A. M., Didham, P., & Stratton, C. (2009). Reflecting, refueling, and reframing: A 10-year retrospective model for faculty development and its implications for nursing scholarship. The Journal of Continuing Education in Nursing, 40(6), 267–272.

    Article  Google Scholar 

  • Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90–126.

    Article  Google Scholar 

  • Anshu, Sharma, M., Burdick, W. P., & Singh, T. (2010). Group dynamics and social interaction in a South Asian online learning forum for faculty development of medical teachers. Education for Health, 23(1), 311.

    Google Scholar 

  • Bland, C. J., Schmitz, C., Stritter, F., Henry, R., & Aluise, J. (1990). Successful faculty in academic medicine: Essential skills and how to acquire them. New York, NY: Springer Publishing.

    Google Scholar 

  • Bligh, J. (2005). Faculty development. Medical Education, 39(2), 120–121.

    Article  Google Scholar 

  • Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation.

    Google Scholar 

  • Brawer, J., Steinert, Y., St-Cyr, J., Watters, K., & Wood-Dauphinee, S. (2006). The significance and impact of a faculty teaching award: Disparate perceptions of department chairs and award recipients. Medical Teacher, 28(7), 614–617.

    Article  Google Scholar 

  • Brinkerhoff, R. O., & Dressler, D. E. (2003). Using the success case impact evaluation method to enhance training value & impact. San Diego, CA: American Society for Training and Development International Conference and Exhibition.

    Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

    Google Scholar 

  • Centra, J. A. (1978). Types of faculty development programs. Journal of Higher Education, 49(2), 151–162.

    Article  Google Scholar 

  • Clark, S. M., Boyer, C. M., & Corcoran, M. (1985). Faculty and institutional vitality. In S. M. Clark & D. R. Lewis (Eds.), Faculty vitality and institutional productivity: Critical perspectives for higher education (pp. 3–24). New York, NY: Teachers College Press.

    Google Scholar 

  • Clarke, D., & Hollingsworth, H. (1994). Reconceptualising teacher change. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.), Challenges in mathematics education: Constraints on construction: Vol. 1. Proceedings of the 17th annual conference of the Mathematics Education Research Group of Australasia (pp. 153–164). Lismore, NSW: Southern Cross University.

    Google Scholar 

  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.

    Article  Google Scholar 

  • Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3/4), 175–190.

    Google Scholar 

  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42.

    Article  Google Scholar 

  • Cornes, D., & Mokoena, J. D. (2004). Capacity building: The enhancement of leadership and scholarship skills for nurse educators in South Africa. Nursing Update, 28(3), 32–33.

    Google Scholar 

  • Dankoski, M. E., Palmer, M. M., Nelson Laird, T. F., Ribera, A. K., & Bogdewic, S. P. (2012). An expanded model of faculty vitality in academic medicine. Advances in Health Sciences Education, 17(5), 633–649.

    Article  Google Scholar 

  • D’Eon, M., Overgaard, V., & Harding, S. R. (2000). Teaching as a social practice: Implications for faculty development. Advances in Health Sciences Education, 5(2), 151–162.

    Article  Google Scholar 

  • Duda, R. B. (2004). Faculty development programs promote the academic advancement of the faculty. Current Surgery, 61(1), 93–95.

    Article  Google Scholar 

  • Eitel, F., Kanz, K. G., & Tesche, A. (2000). Training and certification of teachers and trainers: The professionalization of medical education. Medical Teacher, 22(5), 517–526.

    Article  Google Scholar 

  • Frontera, W. R., Fuhrer, M. J., Jette, A. M., Chan, L., Cooper, R. A., Duncan, P. W., et al. (2006). Rehabilitation medicine summit: Building research capacity. Journal of Spinal Cord Medicine, 29(1), 70–81.

    Google Scholar 

  • General Medical Council. (2006). Good medical practice. Retrieved November 18, 2011, from http://www.gmc-uk.org

  • Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., et al. (2006). Lost in knowledge translation: Time for a map? Journal of Continuing Education in the Health Professions, 26(1), 13–24.

    Article  Google Scholar 

  • Gruppen, L. D., Simpson, D., Searle, N. S., Robins, L., Irby, D. M., & Mullan, P. B. (2006). Educational fellowship programs: Common themes and overarching issues. Academic Medicine, 81(11), 990–994.

    Article  Google Scholar 

  • Hafferty, F. W. (1998). Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine, 73(4), 403–407.

    Article  Google Scholar 

  • Hamilton, G. C., & Brown, J. E. (2003). Faculty development: What is faculty development? Academic Emergency Medicine, 10(12), 1334–1336.

    Article  Google Scholar 

  • Hendricson, W. D., Anderson, E., Andrieu, S. C., Chadwick, D. G., Cole, J. R., George, M. C., et al. (2007). Does faculty development enhance teaching effectiveness? Journal of Dental Education, 71(12), 1513–1533.

    Google Scholar 

  • Hueppchen, N., Dalrymple, J. L., Hammoud, M. M., Abbott, J. F., Casey, P. M., Chuang, A. W., et al. (2011). To the point: Medical education reviews – Ongoing call for faculty development. American Journal of Obstetrics and Gynecology, 205(3), 171–176.

    Article  Google Scholar 

  • Kanter, S. L. (2011). Faculty career progression. Academic Medicine, 86(8), 919.

    Article  Google Scholar 

  • Kenny, N. P., Mann, K. V., & MacLeod, H. (2003). Role-modeling in physicians’ professional formation: Reconsidering an essential but untapped educational strategy. Academic Medicine, 78(12), 1203–1210.

    Article  Google Scholar 

  • Liaison Committee on Medical Education. (2012). Functions and structure of a medical school: Standards for accreditation of medical education programs leading to the M.D. degree. Available from: http://www.lcme.org/publications/functions2012may.pdf

  • Lieff, S. J. (2010). Faculty development: Yesterday, today and tomorrow: Guide supplement 33.2 – Viewpoint. Medical Teacher, 32(5), 429–431.

    Article  Google Scholar 

  • Mamede, S., & Schmidt, H. G. (2004). The structure of reflective practice in medicine. Medical Education, 38(12), 1302–1308.

    Article  Google Scholar 

  • McLean, M., Cilliers, F., & Van Wyk, J. M. (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher, 30(6), 555–584.

    Article  Google Scholar 

  • McLellan, H. (1996). Situated learning perspectives. Englewood Cliffs, NJ: Educational Technology.

    Google Scholar 

  • McNamara, A., Roat, C., & Kemper, M. (2012). Preparing nurses for the new world order: A faculty development focus. Nursing Administration Quarterly, 36(3), 253–259.

    Article  Google Scholar 

  • Milner, R. J., Gusic, M. E., & Thorndyke, L. E. (2011). Perspective: Toward a competency framework for faculty. Academic Medicine, 86(10), 1204–1210.

    Article  Google Scholar 

  • Mitcham, M. D., Lancaster, C. J., & Stone, B. M. (2002). Evaluating the effectiveness of occupational therapy faculty development workshops. American Journal of Occupational Therapy, 56(3), 335–339.

    Article  Google Scholar 

  • Molenaar, W. M., Zanting, A., van Beukelen, P., de Grave, W., Baane, J. A., Bustraan, J. A., et al. (2009). A framework of teaching competencies across the medical education continuum. Medical Teacher, 31(5), 390–396.

    Article  Google Scholar 

  • Morzinski, J. A., Diehr, S., Bower, D. J., & Simpson, D. E. (1996). A descriptive, cross-sectional study of formal mentoring for faculty. Family Medicine, 28(6), 434–438.

    Google Scholar 

  • Nora, L. M. (2010). The 21st century faculty member in the educational process – What should be on the horizon? Academic Medicine, 85(9 Suppl.), S45–S55.

    Article  Google Scholar 

  • O’Sullivan, P. S., & Irby, D. M. (2011). Reframing research on faculty development. Academic Medicine, 86(4), 421–428.

    Article  Google Scholar 

  • Purcell, N., & Lloyd-Jones, G. (2003). Standards for medical educators. Medical Education, 37(2), 149–154.

    Article  Google Scholar 

  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.

    Google Scholar 

  • Rothman, J., & Rinehart, M. E. (1990). A profile of faculty development in physical therapy education programs. Physical Therapy, 70(5), 310–313.

    Google Scholar 

  • Royal College of Physicians and Surgeons of Canada. (2011). A continuing commitment to lifelong learning: A concise guide to maintenance of certification. Retrieved August, 2012, from http://www.royalcollege.ca/portal/page/portal/rc/common/documents/moc_program/moc_short_guide_e.pdf

  • Schofield, S. J., Bradley, S., Macrae, C., Nathwani, D., & Dent, J. (2010). How we encourage faculty development. Medical Teacher, 32(11), 883–886.

    Article  Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York,NY: Basic Books.

    Google Scholar 

  • Scudder, R., Self, T., & Cohen, P. A. (2010). The leadership academy: A new approach for changing times in communication sciences and disorders programs. Perspectives on Issues in Higher Education, 13(1), 32–37.

    Article  Google Scholar 

  • Sheets, K. J., & Schwenk, T. L. (1990). Faculty development for family medicine educators: An agenda for future activities. Teaching and Learning in Medicine, 2(3), 141–148.

    Article  Google Scholar 

  • Skeff, K. M., Stratos, G. A., & Mount, J. F. S. (2007). Faculty development in medicine: A field in evolution. Teaching and Teacher Education, 23(3), 280–285.

    Article  Google Scholar 

  • Spencer, J., & Jordan, R. (2001). Educational outcome and leadership to meet the needs of modern health care. Quality in Health Care, 10(Suppl 2), ii38–ii45.

    Google Scholar 

  • Srinivasan, M., Li, S. T., Meyers, F. J., Pratt, D. D., Collins, J. B., Braddock, C., et al. (2011). ‘Teaching as a competency’: Competencies for medical educators. Academic Medicine, 86(10), 1211–1220.

    Article  Google Scholar 

  • Steffe, L. P., & Gale, J. (Eds.). (1995). Constructivism in education. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Steinert, Y. (2009). Staff development. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers (3rd ed. pp. 391–397). Edinburgh, UK: Elsevier Churchill Livingstone.

    Google Scholar 

  • Steinert, Y. (2010a). Becoming a better teacher: From intuition to intent. In J. Ende (Ed.), Theory and practice of teaching medicine (pp. 73–93). Philadelphia, PA: American College of Physicians.

    Google Scholar 

  • Steinert, Y. (2010b). Developing medical educators: A journey not a destination. In T. Swanwick (Ed.), Understanding medical education: Evidence, theory and practice (pp. 403–418). Edinburgh, UK: Association for the Study of Medical Education.

    Chapter  Google Scholar 

  • Steinert, Y. (2010c). Faculty development: From workshops to communities of practice. Medical Teacher, 32(5), 425–428.

    Article  Google Scholar 

  • Steinert, Y. (2011). Commentary: Faculty development: The road less traveled. Academic Medicine, 86(4), 409–411.

    Article  Google Scholar 

  • Steinert, Y. (2012). Perspectives on faculty development: Aiming for 6/6 by 2020. Perspectives on Medical Education, 1(1), 31–42.

    Article  Google Scholar 

  • Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., et al. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher, 28(6), 497–526.

    Article  Google Scholar 

  • Steinert, Y., Cruess, R. L., Cruess, S. R., Boudreau, J. D., & Fuks, A. (2007). Faculty development as an instrument of change: A case study on teaching professionalism. Academic Medicine, 82(11), 1057–1064.

    Article  Google Scholar 

  • Steinert, Y., Boudreau, J. D., Boillat, M., Slapcoff, B., Dawson, D., Briggs, A., et al. (2010a). The Osler Fellowship: An apprenticeship for medical educators. Academic Medicine, 85(7), 1242–1249.

    Article  Google Scholar 

  • Steinert, Y., Macdonald, M. E., Boillat, M., Elizov, M., Meterissian, S., Razack, S., et al. (2010b). Faculty development: If you build it, they will come. Medical Education, 44(9), 900–907.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25–49.

    Article  Google Scholar 

  • Swanwick, T. (2008). See one, do one, then what? Faculty development in postgraduate medical education. Postgraduate Medical Journal, 84(993), 339–343.

    Article  Google Scholar 

  • Swanwick, T., & McKimm, J. (2010). Professional development of medical educators. British Journal of Hospital Medicine, 71(3), 164–168.

    Google Scholar 

  • Swart, R. J., Raskin, P., & Robinson, J. (2004). The problem of the future: Sustainability science and scenario analysis. Global Environmental Change, 14(2), 137–146.

    Article  Google Scholar 

  • Tekian, A., & Harris, I. (2012). Preparing health professions education leaders worldwide: A description of masters-level programs. Medical Teacher, 34(1), 52–58.

    Article  Google Scholar 

  • Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

    Google Scholar 

  • Westberg, J., & Jason, H. (1981). The enhancement of teaching skills in US medical schools: An overview and some recommendations. Medical Teacher, 3(3), 100–104.

    Article  Google Scholar 

  • Whitcomb, M. E. (2003). The medical school’s faculty is its most important asset. Academic Medicine, 78(2), 117–118.

    Article  Google Scholar 

  • Wong, J. G., & Agisheva, K. (2007). Developing teaching skills for medical educators in Russia: A cross-cultural faculty development project. Medical Education, 41(3), 318–324.

    Article  Google Scholar 

  • World Federation for Medical Education. (2007). Global standards programme. Retrieved December 10, 2012, from http://www.wfme.org

Download references

Author information

Authors and Affiliations

  1. Centre for Medical Education and Department of Family Medicine, Faculty of Medicine, McGill University, Montreal, QC, Canada

    Yvonne Steinert Ph.D.

Authors
  1. Yvonne Steinert Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yvonne Steinert Ph.D. .

Editor information

Editors and Affiliations

  1. Fac. of Medicine, Centre for Med. Educ., McGill University, Montreal, Québec, Canada

    Yvonne Steinert

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Steinert, Y. (2014). Faculty Development: Core Concepts and Principles. In: Steinert, Y. (eds) Faculty Development in the Health Professions. Innovation and Change in Professional Education, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7612-8_1

Download citation

Publish with us

Policies and ethics

Search

Navigation