What evidence-based models support clinical faculty development?

Evidence-Based Models for Clinical Faculty Development

Faculty development programs for clinical educators should incorporate multiple instructional techniques, multiple media, and multiple exposures to content to effectively improve teaching competencies and clinical outcomes. 1

Key Evidence-Based Models for Clinical Faculty Development

Train-the-Trainer Model

• Widely implemented in resuscitation training and life support courses 1
• Involves training experienced clinicians to become instructors who then train others
• Effective in specific contexts, though comparative effectiveness across different systems is difficult to establish 1

Blended Learning Approach

• Combines online and face-to-face instruction
• The International Liaison Committee on Resuscitation (ILCOR) found that blended learning can be effective for instructor development 1
• Example: The American Heart Association's Core Instructor Course (CIC) has been successfully implemented in both internet-based and traditional classroom formats 1

Academy of Clinical Educators Model

• Formal institutional structure supporting faculty development
• Provides structured certificate programs in clinical teaching and supervision
• Demonstrated effectiveness in improving teaching structure, feedback skills, orientation practices, and assessment capabilities 2

Theory-Based Faculty Development Programs

• Structured around educational theory and principles
• Components typically include:
  • Formal didactic sessions on teaching skills
  • Onsite coaching in clinical settings
  • Innovative educational projects
  • Reflective teaching strategies 3

Short Workshop Series Model

• Brief, focused workshops implemented during standing conference times
• Addresses common barriers to participation (time constraints)
• Can be effective in improving self-assessed skills and teaching evaluations 4

Essential Components of Effective Faculty Development Programs

1. Structured Instructional Approaches

• Multiple instructional techniques are more effective than single techniques 1
• Multiple media approaches outperform single-medium interventions 1
• Multiple exposures to content are necessary to meet instructional objectives 1

2. Core Competency Development

• Teaching skills (precepting, bedside teaching, small-group facilitation)
• Assessment and feedback skills
• Curriculum development abilities
• Educational leadership skills 3, 5

3. Mentorship and Coaching

• Faculty mentorship is a common element across successful programs 1
• Onsite coaching in authentic teaching environments enhances skill transfer 3

4. Scholarly Productivity Expectations

• Successful programs include expectations for educational scholarship 1, 6
• Projects that contribute to educational innovation and research

Implementation Considerations

Resource Requirements

• Motivated faculty champions
• Departmental and institutional support
• Modest budget allocation 6
• Protected time for participants

Evaluation Methods

• Self-assessment of teaching competencies
• Independent ratings from learners
• Teaching portfolio review
• Educational project outcomes 2, 3

Pitfalls and Challenges

• Lack of standardized assessment tools for instructional competence 1
• Insufficient retraining or recertification programs for maintaining skills 1
• Difficulty in establishing direct links between faculty development and patient outcomes 1
• Inconsistent implementation of evidence-based approaches across institutions 1

Knowledge Gaps and Future Directions

Current knowledge gaps identified by ILCOR include 1:

• Which elements of instructional delivery are most associated with better educational outcomes
• Optimal levels and components of blended learning
• Differences in outcomes between approaches that add online learning to face-to-face content versus those that substitute online for face-to-face elements
• Whether blended-learning approaches lead to better patient outcomes
• Whether certain participant subgroups benefit more from specific approaches

Faculty development for clinical educators remains an essential component of improving teaching and learning outcomes in medical education, though more research is needed to establish the most effective approaches for different contexts and specialties.