AEM education and training · 2026
Variability and Innovation in Faculty Development Models in Emergency Medicine.
СтатьяОбзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Baez Jessica, Promes Susan, Ellis Nicolas, Zandt Kay Leaming-Van, Noelker Joan, Paulsen Robbie, Char Douglas, Kass Lawrence, Leenellett Elizabeth, McDonough Erin, Santen Sally A
Аннотация
BACKGROUND: Ongoing faculty development is essential in academic emergency medicine (EM) to ensure physicians remain clinically competent, educationally effective, and aligned with evolving healthcare demands. Despite this necessity, approaches to faculty development vary widely in structure, participation expectations, and underlying educational philosophy.
OBJECTIVES: This paper explores the spectrum of faculty development models, including voluntary participation, asynchronous learning, and institutional mandates, examining how each aligns with learning theory and motivational frameworks such as Self-Determination Theory.
DISCUSSION: We discuss the benefits and limitations of different methods, including their impact on engagement, skill retention, accountability, and institutional culture. Drawing from both educational literature and implementation experience, we highlight the importance of intentional design, learner autonomy, and system-level alignment in promoting meaningful and sustainable faculty growth.
CONCLUSION: Ultimately, the paper presents an expert-informed conceptual framework to guide academic departments in selecting and tailoring faculty development strategies that balance individual motivation with organizational responsibility.
OBJECTIVES: This paper explores the spectrum of faculty development models, including voluntary participation, asynchronous learning, and institutional mandates, examining how each aligns with learning theory and motivational frameworks such as Self-Determination Theory.
DISCUSSION: We discuss the benefits and limitations of different methods, including their impact on engagement, skill retention, accountability, and institutional culture. Drawing from both educational literature and implementation experience, we highlight the importance of intentional design, learner autonomy, and system-level alignment in promoting meaningful and sustainable faculty growth.
CONCLUSION: Ultimately, the paper presents an expert-informed conceptual framework to guide academic departments in selecting and tailoring faculty development strategies that balance individual motivation with organizational responsibility.