A systematic review of faculty development activities in family medicine

Sorinola, OO; Thistlethwaite, J

A systematic review of faculty development activities in family medicine

Sorinola, OO Thistlethwaite, J

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Publication Type:: Journal Article
Citation:: Medical Teacher, 2013, 35 (7)
Issue Date:: 2013-07-01

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Field	Value	Language
dc.contributor.author	Sorinola, OO	en_US
dc.contributor.author	Thistlethwaite, J https://orcid.org/0000-0001-8122-4679	en_US
dc.date.issued	2013-07-01	en_US
dc.identifier.citation	Medical Teacher, 2013, 35 (7)	en_US
dc.identifier.issn	0142-159X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/118097
dc.description.abstract	Background: Faculty development (FD) has been defined as a planned programme to prepare institutions and faculty members for their roles in the areas of teaching, research, administration and career management. However, there are few generalisable evaluations of FD activities available to help family medicine FD planners to choose the most effective training strategies. Aim: To assess the evidence for the effectiveness of family medicine FD activities. Method: Six electronic databases were searched from 1980 to 2010 and included all articles on FD interventions in family medicine. Hand searching was also undertaken. Results: A total of 4520 articles were identified, 46 fulfilled the search criteria and were reviewed across three domains: (a) Context, i.e. setting, participation and funding. (b)Content/Process, i.e. theoretical framework, focus of intervention/learning outcomes, types of FD intervention and instructional methods. (c) Evaluation using Freeth et al's adaptation of Kirkpatrick's outcome levels. Conclusion: FD activities appear highly valued by the participants, leading to changes in learning and behaviour. Changes in organisational practice and student learning were not frequently reported. The continued success of family medicine FD will depend on the contextual approach/collegial support, adaptability of the programmes, robust evaluation and adequate funding in terms of resources and time. © 2013 Informa UK Ltd. All rights reserved: reproduction in whole or part not permitted.	en_US
dc.relation.ispartof	Medical Teacher	en_US
dc.relation.isbasedon	10.3109/0142159X.2013.770132	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Family Practice	en_US
dc.subject.mesh	Career Mobility	en_US
dc.subject.mesh	Faculty	en_US
dc.subject.mesh	Staff Development	en_US
dc.title	A systematic review of faculty development activities in family medicine	en_US
dc.type	Journal Article
utslib.citation.volume	7	en_US
utslib.citation.volume	35	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	7	en_US
pubs.publication-status	Published	en_US
pubs.volume	35	en_US

Abstract:

Background: Faculty development (FD) has been defined as a planned programme to prepare institutions and faculty members for their roles in the areas of teaching, research, administration and career management. However, there are few generalisable evaluations of FD activities available to help family medicine FD planners to choose the most effective training strategies. Aim: To assess the evidence for the effectiveness of family medicine FD activities. Method: Six electronic databases were searched from 1980 to 2010 and included all articles on FD interventions in family medicine. Hand searching was also undertaken. Results: A total of 4520 articles were identified, 46 fulfilled the search criteria and were reviewed across three domains: (a) Context, i.e. setting, participation and funding. (b)Content/Process, i.e. theoretical framework, focus of intervention/learning outcomes, types of FD intervention and instructional methods. (c) Evaluation using Freeth et al's adaptation of Kirkpatrick's outcome levels. Conclusion: FD activities appear highly valued by the participants, leading to changes in learning and behaviour. Changes in organisational practice and student learning were not frequently reported. The continued success of family medicine FD will depend on the contextual approach/collegial support, adaptability of the programmes, robust evaluation and adequate funding in terms of resources and time. © 2013 Informa UK Ltd. All rights reserved: reproduction in whole or part not permitted.

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http://hdl.handle.net/10453/118097