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Junior faculty core curriculum to enhance faculty development
INTRODUCTION: Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offering...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cambridge University Press
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5471817/ https://www.ncbi.nlm.nih.gov/pubmed/28649448 http://dx.doi.org/10.1017/cts.2016.29 |
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author | Guillet, Ronnie Holloway, Robert G. Gross, Robert A. Libby, Katie Shapiro, Janine R. |
author_facet | Guillet, Ronnie Holloway, Robert G. Gross, Robert A. Libby, Katie Shapiro, Janine R. |
author_sort | Guillet, Ronnie |
collection | PubMed |
description | INTRODUCTION: Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty. METHODS: We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued. RESULTS: Junior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interests CONCLUSIONS: The ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study. |
format | Online Article Text |
id | pubmed-5471817 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Cambridge University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-54718172017-06-22 Junior faculty core curriculum to enhance faculty development Guillet, Ronnie Holloway, Robert G. Gross, Robert A. Libby, Katie Shapiro, Janine R. J Clin Transl Sci Education INTRODUCTION: Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty. METHODS: We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued. RESULTS: Junior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interests CONCLUSIONS: The ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study. Cambridge University Press 2017-02-27 /pmc/articles/PMC5471817/ /pubmed/28649448 http://dx.doi.org/10.1017/cts.2016.29 Text en © The Association for Clinical and Translational Science 2017 http://creativecommons.org/licenses/by/4.0/ This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Education Guillet, Ronnie Holloway, Robert G. Gross, Robert A. Libby, Katie Shapiro, Janine R. Junior faculty core curriculum to enhance faculty development |
title | Junior faculty core curriculum to enhance faculty development |
title_full | Junior faculty core curriculum to enhance faculty development |
title_fullStr | Junior faculty core curriculum to enhance faculty development |
title_full_unstemmed | Junior faculty core curriculum to enhance faculty development |
title_short | Junior faculty core curriculum to enhance faculty development |
title_sort | junior faculty core curriculum to enhance faculty development |
topic | Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5471817/ https://www.ncbi.nlm.nih.gov/pubmed/28649448 http://dx.doi.org/10.1017/cts.2016.29 |
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