Outcomes of an executive model faculty development program in the health professions

Purpose. This study examined if and how knowledge and skills of participants improved as a result of participation in a executive model faculty development program for health professionals. The study also assessed if fellows were able to develop a quality written project proposal, and what teaching related outcome differences, if any, were there between two types of faculty development programs formats in the health professions (fellowship vs. workshops).;Methodology. 22 fellows and 24 workshop participants attending the faculty development program participated in this study. A multi-method evaluation was conducted utilizing self ratings of knowledge, follow-up interviews, supervisor/colleague interviews, focus group, and ratings of participant proposals.;Results. Results indicated that knowledge was gained as a result of program participation. The program contributed to learning in four ways. The program provided implementation while learning, a balance between theory and practice, interaction among students, and role modeling by program faculty. Fellows' skills improved after program participation. Participants skills improved through changed habits and routines, directly implementing what was learned, and some participants used what they learned to educate and train others. Most fellows were able to develop quality project proposals that were considered significant research and contributed to filling the gaps that exist in medical education research. The knowledge scores and some of the self-report between fellows and workshop participants were similar. However there were differences that remain critical. Workshop participants reported less implementation of larger scale changes at their home institutions and felt the need for more training to become better faculty members and to feel comfortable about their educational knowledge and skills.;Conclusions. The fellowship presented a new way of successfully educating health professions faculty locally and nationally, while allowing them to continue working at their home institutions. The fellowship also mirrored the current character of the health care system which calls for interdisciplinary collaboration among all health professionals because it was for all faculty and it modeled and promoted teamwork among health care professionals.