Reimaging Faculty Development in Medical Education: An Innovative State-Funded Initiative

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Abstract

This paper will describe the development, state-wide implementation and evaluation of an innovative, longitudinal 10-month faculty development fellowship designed to generate a pipeline of practicing clinicians prepared to transition to academic teaching roles within health professions education. Fellowship outcome goals included the ability for a fellow to design and deliver evidence-based education, engage in and promote scholarship and build an academic portfolio. The curricular framework was grounded in Communities of Practice theory, includes fundamental PA educator competencies and incorporates the Standards of the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Four years of qualitative and quantitative evaluation data of the fellowship demonstrates positive impact across Kirkpatrick’s four levels of training evaluation.

Authors

• Karen Gordes, University of Maryland - Baltimore

• James Cawley, University of Maryland - Baltimore

• Violet Kulo, University of Maryland - Baltimore

• Shani Fleming, University of Maryland - Baltimore

• Gerald Kayingo, University of Maryland - Baltimore