Faculty development is an important element of every medical school and is a common theme across the continuum of undergraduate, postgraduate and continuing medical education. Faculty development has to be customized to the needs of faculty members in different career paths. As well, faculty in every stage of career – be it beginning, middle or late, have to be supported to achieve their academic roles. The importance of faculty development has been reiterated in multiple key documents in the literature (e.g., CanMEDS framework (Royal College of Physicians and Surgeons of Canada, 2016); Triple C competency based curriculum (The College of Family Physicians of Canada, 2016); Competence by Design (RCPSC, n.d.); FMEC-UG (AFMC, 2010). The North
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Faculty development improves professional development which subsequently enhances instructional development by increasing faculty’s knowledge and ability to identify the most appropriate instructional activities (Carreker, Joshi, & Boulware-gooden, 2010). Instructional development prompts faculty to adopt a student-centric approach to teaching which may have a positive impact on students’ perceptions of the teaching–learning environment (Stes, De Maeyer, Gijbels, & Van Petegem, …show more content…
Leadership Development aligns with activities that support the expansion of your capacity to be effective in leadership roles and processes.
Health care delivery, clinical practice, and medical education are rapidly undergoing changes and shifting paradigms as such, medical educators need to demonstrate diverse leadership skills (Steinert, 2011). Faculty members now play critical leadership roles as deans, department chairs, department heads, and program directors (Berman, 2015). In many situations, academic leaders are pulled from the ranks of the faculty who may have limited training in how to be effective leaders (Hornsby, Morrow-Jones, & Ballam, 2012). Thus, leadership development via faculty development intersects with faculty professional growth (Austin & Sorcinelli, 2015) to equip faculty members with the necessary skills to be successful leaders.
With the changing roles of faculty in institutions, leadership development is one of the most effective professional development required by faculty members (McCall, 2006). Every faculty member has the intellectual capacity to understand and embrace leadership concepts and sufficient numbers of faculty members aspire to be leaders (Barden & Curry,
Faculty development improves professional development which subsequently enhances instructional development by increasing faculty’s knowledge and ability to identify the most appropriate instructional activities (Carreker, Joshi, & Boulware-gooden, 2010). Instructional development prompts faculty to adopt a student-centric approach to teaching which may have a positive impact on students’ perceptions of the teaching–learning environment (Stes, De Maeyer, Gijbels, & Van Petegem, …show more content…
Leadership Development aligns with activities that support the expansion of your capacity to be effective in leadership roles and processes.
Health care delivery, clinical practice, and medical education are rapidly undergoing changes and shifting paradigms as such, medical educators need to demonstrate diverse leadership skills (Steinert, 2011). Faculty members now play critical leadership roles as deans, department chairs, department heads, and program directors (Berman, 2015). In many situations, academic leaders are pulled from the ranks of the faculty who may have limited training in how to be effective leaders (Hornsby, Morrow-Jones, & Ballam, 2012). Thus, leadership development via faculty development intersects with faculty professional growth (Austin & Sorcinelli, 2015) to equip faculty members with the necessary skills to be successful leaders.
With the changing roles of faculty in institutions, leadership development is one of the most effective professional development required by faculty members (McCall, 2006). Every faculty member has the intellectual capacity to understand and embrace leadership concepts and sufficient numbers of faculty members aspire to be leaders (Barden & Curry,