Health Sciences Education Symposium
Presentation Format
Poster
Type of Activity
Research
Original Presentation Date
2024
Date of Submission
October 2025
Abstract/Short Description
Background: Current literature indicates a lack of information about how faculty developers in medical education form their professional identity ( preparation of faculty developers in Medical Education for their role). Little is known about who faculty developers are, how they prepare for their roles, and the types of experiences that shape their careers. This study investigates the career progression and professional identity formation of medical education faculty developers, addressing gaps in the existing literature that predominantly focuses on faculty development programs rather than the individuals in these roles. This research aims to explore who medical education faculty developers are, the pathways leading to their roles, and the professional development and work experiences shaping their career trajectory, success, and professional identity.
Methods: A mixed-methods approach was employed, involving two 45-minute Zoom focus group sessions with 5-7 medical education faculty developers associated with the AAMC Group on Educational Affairs and Group on Faculty Affairs. Following a semi-structured interview approach , this study explored topics related to the research questions. Insights from the focus groups informed the development of an electronic survey, distributed to individuals self-identified as faculty developers in medical education and individuals with related titles across US medical schools. Focus group responses and survey data will be analyzed, incorporating story analysis, identification of themes, and data coding.
Results: Some preliminary findings from the focus groups identify the following themes: Variations in career evolution; a distinguishment between faculty, educator, and professional development; a need for supportive leadership; feeling undervalued in the larger medical school culture; a desire to belong; occasional imposter syndrome; a need for administrative support; and a desire to empower people. Survey data collection is currently underway with results forthcoming.
Discussion:The study's objective is to inform medical schools, faculty, and potential developers about the qualifications, experiences, and skills of faculty developers. With national accreditation standards mandating faculty development for medical schools and the prevalence of multiple faculty developers in larger institutions, this research will survey as many individuals identifying as faculty developers as possible during the second phase of the study to ensure a representative sample of the study population. The findings could contribute valuable insights into the career experiences and professional identity formation of medical education faculty developers, aligning with the broader goal of enhancing faculty development in medical education.
References
Steinert, Y. (2014). Faculty development in the Health Professions a focus on research and Practice. SpringerNetherlands.
McOwen, K. S., Varpio, L., & Konopasky, A. W. (2023). The figured world of medical education senior leaders:Making meaning and enacting agency. Medical Education.
O’Sullivan, P. S., & Irby, D. M. (2014). Identity formation of occasional faculty developers in medical education: aqualitative study. Academic Medicine, 89(11), 1467-1473.
Rights
© The Author(s)
Is Part Of
VCU Medical Education Symposium
First Author Information
Mariah Rudd, MEd, Virginia Tech Carilion School of Medicine