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Review * Synthèse

Faculty development in Canadian medical schools: a 10-year update

P. J. McLeod, Y. Steinert, L. Nasmith and L. Conochie
CMAJ May 15, 1997 156 (10) 1419-1423;
P. J. McLeod
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Y. Steinert
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L. Nasmith
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L. Conochie
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Abstract

OBJECTIVE: To compare the current status of faculty development practices in Canadian medical schools with the status of such practices in 1986. DESIGN: Mail survey. SETTING: All 16 Canadian medical schools. PARTICIPANTS: Faculty development coordinators at the medical schools. OUTCOME MEASURES: Existence of faculty development committees, funding for faculty development activities, types of activities and recognition of faculty participation in such activities. RESULTS: Completed responses were received from all schools. They indicated a significant, positive evolution in faculty development since the previous survey, conducted in 1986. Most schools have established a faculty development committee and provide funds for such activities as workshops, sabbatical leaves and conference attendance. Although traditional development practices are prevalent, there is now widespread emphasis on computer technology, information retrieval, management skills and research. Experienced faculty and other experts are more widely used for consultation on teaching. Very little has been done to evaluate the impact of faculty development. CONCLUSION: Faculty development in Canadian medical schools has undergone a major, positive transition during the last 10 years.

  • Copyright © 1997 by Canadian Medical Association
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CMAJ
Vol. 156, Issue 10
15 May 1997
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Faculty development in Canadian medical schools: a 10-year update
P. J. McLeod, Y. Steinert, L. Nasmith, L. Conochie
CMAJ May 1997, 156 (10) 1419-1423;

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Faculty development in Canadian medical schools: a 10-year update
P. J. McLeod, Y. Steinert, L. Nasmith, L. Conochie
CMAJ May 1997, 156 (10) 1419-1423;
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