Faculty Development Advancements-Lessons Learned in a Time of Change

Suzanne Minor; Andrea Berry; Ulemu Luhanga; Weichao Chen; Joanna Drowos; Mariah Rudd; Victoria S Kaprielian; Jean M Bailey; Shanu Gupta

doi:10.1007/s40670-022-01523-y

Faculty Development Advancements-Lessons Learned in a Time of Change

Med Sci Educ. 2022 Feb 24;32(2):511-515. doi: 10.1007/s40670-022-01523-y. eCollection 2022 Apr.

Authors

Suzanne Minor¹, Andrea Berry², Ulemu Luhanga³, Weichao Chen⁴, Joanna Drowos⁵, Mariah Rudd⁶, Victoria S Kaprielian⁷, Jean M Bailey⁸, Shanu Gupta⁹

Affiliations

¹ Department of Humanities, Health and Society, Florida International University Herbert Wertheim University College of Medicine, Miami, FL USA.
² Faculty Life Office, University of Central Florida College of Medicine, Orlando, FL USA.
³ Department of Medicine, Emory University School of Medicine, Atlanta, GA USA.
⁴ Department of Education, Innovation and Technology and Department of Medicine, Baylor College of Medicine, Houston, TX USA.
⁵ Department of Integrated Medical Science, Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, FL USA.
⁶ Office of Continuing Professional Development, Virginia Tech Carilion School of Medicine & Carilion Clinic, Roanoke, VA USA.
⁷ Professional Development, Campbell University Jerry M. Wallace School of Osteopathic Medicine, Buies Creek, NC USA.
⁸ Office of Faculty Affairs, Virginia Commonwealth University School of Medicine, Richmond, VA USA.
⁹ Department of Internal Medicine, University of South Florida Morsani College of Medicine, Tampa, FL USA.

Abstract

Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller's ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers' reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist.

Keywords: Faculty; Faculty development; Virtual.