Geoffrey M Fleming1, Jill H Simmons, Meng Xu, Sabina B Gesell, Rebekah F Brown, William B Cutrer, Joseph Gigante, William O Cooper. 1. G.M. Fleming is associate professor of pediatrics, Division of Pediatric Critical Care, Vanderbilt University School of Medicine, Nashville, Tennessee. J.H. Simmons is associate professor of pediatrics, Division of Pediatric Endocrinology and Diabetes, Vanderbilt University School of Medicine, Nashville, Tennessee. M. Xu is a staff biostatistician, Department of Biostatistics, Vanderbilt University School of Medicine, Nashville, Tennessee. S.B. Gesell is assistant professor of public health sciences, Wake Forest University School of Medicine, Winston-Salem, North Carolina. R.F. Brown is assistant professor of pediatrics, Division of Pediatric Allergy, Immunology, and Pulmonary Medicine, Vanderbilt University School of Medicine, Nashville, Tennessee. W.B. Cutrer is assistant professor of pediatrics, Division of Pediatric Critical Care, Vanderbilt University School of Medicine, Nashville, Tennessee. J. Gigante is associate professor of pediatrics, Office of Faculty Development, Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. W.O. Cooper is Cornelius Vanderbilt Professor of Pediatrics and Health Policy, and vice chair for faculty affairs, Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee.
Abstract
PURPOSE: To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. METHOD: Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. RESULTS: A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. CONCLUSIONS: This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.
PURPOSE: To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. METHOD: Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. RESULTS: A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. CONCLUSIONS: This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.
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