Faculty Development for the People: Workplace-Based Solutions for Busy Clinicians

Abstract

Background

Across clinical learning environments (CLEs), learners often encounter supervising clinicians who do not self-identify as educators and, therefore, may not seek out faculty development to augment their teaching skills. To reach those faculty, we conducted a proof-of-concept project framed by Billet's theory on workplace learning, bringing tailored faculty development to the clinical workplace.

Approach

We recruited 22 faculty champions from 8 clinical departments at our institution, reflecting a broad and diverse range of CLEs. We created core materials for faculty development around feedback skills, which the faculty champions adapted to meet the needs of their individual CLEs. They took a variety of different approaches, including online modules, instructional posters in the OR and brief workshops offered during existing meetings.

Evaluation

Between fall 2019 and summer 2022, this faculty development initiative reached a large number of faculty across departments, with the highest participation if activities were embedded in existing meetings. Based on available survey data, faculty satisfaction ratings with the offerings were high, and self-perceived competence increased. Despite successes, we also encountered challenges, including variable uptake dependent on departmental priorities, leadership buy-in and incentives offered.

Implications

This proof-of-concept project led to ongoing integration of workplace-based faculty development offerings at our institution, where a central ‘hub’ provides a broad array of activities and resources that can be adapted to different contexts (‘spokes’). The lessons learned from this work can inform other institutions in the development and implementation of initiatives aimed at augmenting the reach of faculty development for busy clinicians.