A formative evaluation of a competency-based faculty development program for clinical faculty in an ambulatory setting.

摘要

Changes in medical practice over the past 20 years, have affected the way that medical students and residents are trained. There are many implications of these changes for the development of clinical faculty. Faculty developers must meet three challenges: (a) respond to the current needs of faculty and their departments, (b) incorporate industry trends and discipline standards, and (c) anticipate future requirements.;The purpose of this study was to conduct a formative evaluation to identify the successes, opportunities for improvement and significant contextual factors surrounding a competency-based faculty development program. Daniel Stufflebeam's CIPP evaluation model, consisting of context, input, process, and product evaluations, was selected as a framework for the evaluation.;Using qualitative research methods---interviews, questionnaires, and document review---data were collected, coded, and common themes were identified. The data revealed the strengths, opportunities for improvement, and the lessons learned during the program's design and pilot stages.;Recommendations made based on the study's findings are directed to both internal and external audiences. They are as follows: (1) Obtain faculty buy-in. Involve faculty in identifying their specific development needs in the context of the department's needs. (2) Establish a realistic project management schedule. To the extent possible, build in adequate time for sharing, reflecting, and making modifications as indicated. (3) Identify best practices from other successful departments. There is a wealth of experience from which to draw in developing or improving a faculty development program. (4) Integrate the components of the faculty development program rather than developing the domains as independent silos. (5) Discuss, with the target audience, the best way to incorporate competency development, and performance into their daily routines. Once faculty buy in has been accomplished, they are best equipped to determine how new habits should be integrated into an existing system.