OBJECTIVE: To establish an evidence-informed faculty development program. DESIGN: Survey derived from a needs-assessment tool. SETTING: Department of Academic Family Medicine at the University of Saskatchewan, which is geographically dispersed across the province. PARTICIPANTS: Full-time faculty members in the Department of Academic Family Medicine at the University of Saskatchewan. MAIN OUTCOME MEASURES: Creation of an evidence-informed faculty development program. RESULTS: The response rate was 77.3% (17 of 22). The data were stratified by 2 groups: faculty members with less than 5 years of experience and those with 5 or more years of experience. Those with less than 5 years of experience rated the following as their top priorities: teaching, developing scholarly activities, and career development. Those with 5 or more years of experience rated the following as their top priorities: administration and leadership, teaching, and information technology. Although there were differences in overall priorities, the 2 groups identified 17 out of 54 skills as important to faculty development. CONCLUSION: The results of the needs-assessment tool were used to shape a dynamic, evidence-informed faculty development program with full-time faculty in the Department of Academic Family Medicine at the University of Saskatchewan. Future programs will continue to be dynamic, faculty-centred, and evidence-informed.
OBJECTIVE: To establish an evidence-informed faculty development program. DESIGN: Survey derived from a needs-assessment tool. SETTING: Department of Academic Family Medicine at the University of Saskatchewan, which is geographically dispersed across the province. PARTICIPANTS: Full-time faculty members in the Department of Academic Family Medicine at the University of Saskatchewan. MAIN OUTCOME MEASURES: Creation of an evidence-informed faculty development program. RESULTS: The response rate was 77.3% (17 of 22). The data were stratified by 2 groups: faculty members with less than 5 years of experience and those with 5 or more years of experience. Those with less than 5 years of experience rated the following as their top priorities: teaching, developing scholarly activities, and career development. Those with 5 or more years of experience rated the following as their top priorities: administration and leadership, teaching, and information technology. Although there were differences in overall priorities, the 2 groups identified 17 out of 54 skills as important to faculty development. CONCLUSION: The results of the needs-assessment tool were used to shape a dynamic, evidence-informed faculty development program with full-time faculty in the Department of Academic Family Medicine at the University of Saskatchewan. Future programs will continue to be dynamic, faculty-centred, and evidence-informed.