Jeffrey A Morzinski1, Deborah E Simpson. 1. Department of Family and Community Medicine, Medical College of Wisconsin, Milwaukee 53226, USA. jmorzins@mcw.edu
Abstract
BACKGROUND AND OBJECTIVES: Family medicine has a long history of using faculty development programs (FDPs). Recent evaluation reports of those programs highlight participant achievements in FDPs but underscore the need for stronger evaluations of those programs. This study examined the outcomes of a comprehensive, 2-year, within-institution FDP focused on participants' productivity and retention in academics. METHODS: Subjects were 30 full-time FDP completers (1993 through 1999). The curriculum included monthly seminars and mentor involvement to promote competence in education, research, writing, administration, professional academic skills, and technology. Projects were required in education, research, and administration. Four evaluation levels were examined: reactions, learning, behavior change, and results. Instruments included satisfaction surveys, validated competence measures, CV review, and attendance and retention records. Ten years of data from six training cohorts were analyzed. RESULTS: Reaction data showed 80% attendance and high program satisfaction. Learning outcomes revealed positive pre- to post-program changes in each curriculum area. Behavior changes included a pre- to postprogram tripling of institutional leadership positions. Yearly group averages of peer-reviewed publications increased from seven before the program to 26 after the FDP Results showed that 80% of participants were retained in academic careers through the 2-year post-program time frame. CONCLUSIONS: Significant, positive outcomes were found at all evaluation levels. This multi-level, longitudinal design may contribute to future FDP evaluations.
BACKGROUND AND OBJECTIVES: Family medicine has a long history of using faculty development programs (FDPs). Recent evaluation reports of those programs highlight participant achievements in FDPs but underscore the need for stronger evaluations of those programs. This study examined the outcomes of a comprehensive, 2-year, within-institution FDP focused on participants' productivity and retention in academics. METHODS: Subjects were 30 full-time FDP completers (1993 through 1999). The curriculum included monthly seminars and mentor involvement to promote competence in education, research, writing, administration, professional academic skills, and technology. Projects were required in education, research, and administration. Four evaluation levels were examined: reactions, learning, behavior change, and results. Instruments included satisfaction surveys, validated competence measures, CV review, and attendance and retention records. Ten years of data from six training cohorts were analyzed. RESULTS: Reaction data showed 80% attendance and high program satisfaction. Learning outcomes revealed positive pre- to post-program changes in each curriculum area. Behavior changes included a pre- to postprogram tripling of institutional leadership positions. Yearly group averages of peer-reviewed publications increased from seven before the program to 26 after the FDP Results showed that 80% of participants were retained in academic careers through the 2-year post-program time frame. CONCLUSIONS: Significant, positive outcomes were found at all evaluation levels. This multi-level, longitudinal design may contribute to future FDP evaluations.
Authors: Amy M Knight; Karan A Cole; David E Kern; L Randol Barker; Ken Kolodner; Scott M Wright Journal: J Gen Intern Med Date: 2005-08 Impact factor: 5.128