Interprofessional faculty development at an academic health center

Faculty members at academic health centers responsible for educating the nation's future health professionals, face pressures to succeed in academe. In addition to meeting the standard institutional requirements of teaching, research and university service, health professions' faculty may invest a significant percentage of their faculty effort providing clinical care. As internal and external challenges mount, academic health center administrators are exploring ways to help faculty successfully acclimate to academic and institutional culture. Resources devoted to help faculty develop team-based skills, establish goals and set priorities, and enhance the socialization of new faculty may facilitate career development and achievement of full potential as academicians. One such resource is an institutionally-sponsored interprofessional faculty development program. This study was undertaken to determine what changes in health professions faculty knowledge about skills have occurred for participants in an interprofessional faculty development program at an academic health center. The study measured the effect a faculty leadership program had on participant knowledge about skills in six areas: (1) teaching and student assessment, (2) scholarship and research, (3) clinical roles and university service, (4) communication, (5) teamwork and leadership, and (6) academe. Qualitative measures in the study examined expectations and outcomes. Eighty-seven respondents completed the study. Twenty-five department administrators who had experience with faculty leadership program participants also provided data.