To the point: Medical education reviewsongoing call for faculty development

N. Hueppchen
J. L. Dalrymple
M. M. Hammoud
J. F. Abbott
P. M. Casey
A. W. Chuang
A. Cullimore
K. R. Davis
Joseph M. Kaczmarczyk, Philadelphia College of Osteopathic Medicine
et al.

This article was published in American Journal of Obstetrics and Gynecology, Volume 205, Issue 3, Pages 171-176.

The published version is available at

Copyright © 2011.


This article in the To the Point series will focus on best practices regarding faculty development in medical education in the field of obstetrics and gynecology. Faculty development is an essential component in achieving teacher and learner satisfaction as well as improving learner outcomes. The Liaison Committee on Medical Education requires medical school faculty to have the capability and longitudinal commitment to be effective teachers. Although many programs have been created to address faculty development, there remains a paucity of literature documenting the impact of these programs on learner outcomes. We reviewed the qualities of an excellent medical educator, expectations regarding medical school teaching faculty, elements of comprehensive faculty development programs, and outcome measures for evaluating the effectiveness of these programs. © 2011 Mosby, Inc.