Junior faculty core curriculum to enhance faculty development
Introduction Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty develop...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2017-04-01
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| Series: | Journal of Clinical and Translational Science |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S2059866116000297/type/journal_article |
| _version_ | 1811156855167123456 |
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| author | Ronnie Guillet Robert G. Holloway Robert A. Gross Katie Libby Janine R. Shapiro |
| author_facet | Ronnie Guillet Robert G. Holloway Robert A. Gross Katie Libby Janine R. Shapiro |
| author_sort | Ronnie Guillet |
| collection | DOAJ |
| description |
Introduction
Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty.
Methods
We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued.
Results
Junior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interests
Conclusions
The ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.
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| first_indexed | 2024-04-10T04:58:06Z |
| format | Article |
| id | doaj.art-75087dafa09e4ba3807fbec63111a86c |
| institution | Directory Open Access Journal |
| issn | 2059-8661 |
| language | English |
| last_indexed | 2024-04-10T04:58:06Z |
| publishDate | 2017-04-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj.art-75087dafa09e4ba3807fbec63111a86c2023-03-09T12:29:31ZengCambridge University PressJournal of Clinical and Translational Science2059-86612017-04-011778210.1017/cts.2016.29Junior faculty core curriculum to enhance faculty developmentRonnie Guillet0Robert G. Holloway1Robert A. Gross2Katie Libby3Janine R. Shapiro4Department of Pediatrics, University of Rochester, Rochester, NY, USADepartments of Neurology and Pharmacology & Physiology, University of Rochester, Rochester, NY, USADepartments of Neurology and Pharmacology & Physiology, University of Rochester, Rochester, NY, USAClinical and Translational Science Institute, University of Rochester, Rochester, NY, USADepartment of Anesthesiology, University of Rochester, Rochester, NY, USA Introduction Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty. Methods We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued. Results Junior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interests Conclusions The ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study. https://www.cambridge.org/core/product/identifier/S2059866116000297/type/journal_articleMentorshipCareer AdvancementEducation |
| spellingShingle | Ronnie Guillet Robert G. Holloway Robert A. Gross Katie Libby Janine R. Shapiro Junior faculty core curriculum to enhance faculty development Journal of Clinical and Translational Science Mentorship Career Advancement Education |
| title | Junior faculty core curriculum to enhance faculty development |
| title_full | Junior faculty core curriculum to enhance faculty development |
| title_fullStr | Junior faculty core curriculum to enhance faculty development |
| title_full_unstemmed | Junior faculty core curriculum to enhance faculty development |
| title_short | Junior faculty core curriculum to enhance faculty development |
| title_sort | junior faculty core curriculum to enhance faculty development |
| topic | Mentorship Career Advancement Education |
| url | https://www.cambridge.org/core/product/identifier/S2059866116000297/type/journal_article |
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