Frameworks to Guide Faculty Development for Health Professions Education: A Scoping Review
Abstract
Dental faculty roles have expanded significantly in the past decade and the need for additional educator development opportunities has been identified. To the list of traditional skills that have historically supported roles of teacher, clinician, researcher, and administrator in dentistry and other health professions have now been added a demand for greater application of learning theories, ways to facilitate the learning process, and an increased use of technology-supported instructional modalities.[1, 2] This increased emphasis on dental faculty development was recently demonstrated in a report describing key faculty development activities by 57 of the 75 US and Canadian dental schools. In this report significant increases were observed in 15 of 18 previously reported focus areas from 2001 to 2016, as well as the addition of 9newly identified areas.[3] As represented in Table 1, all of the activities in the 2001 report continued to be listed and additional faculty development opportunities were added in 2016. The two activity focus areas that received the highest number of responses on the survey were for Faculty Development Planning and Leadership Development.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jun 21, 2021
- Accession Number
- AD1212218
Entities
People
- Drew W. Fallis
Organizations
- Uniformed Services University of the Health Sciences