Meeting the faculty development needs of generalist physicians in academia.
Development of the academic environments of generalist faculty members is essential if they are to develop the skills to become leaders in medical education and primary care research and effective role models for their students. We conducted a needs assessment that included two-thirds of the generalist faculty members in family medicine, internal medicine, and pediatrics at the University of Texas Medical Branch, Galveston, Texas. The assessment was based on open-ended discussions in small focus groups and on responses to an informal checklist of 24 potential faculty development goals. The participants identified three global needs requiring significant change: (1) better understanding of and rewards for their academic activities, (2) better networking with each other and with nongeneralists, and (3) more control over their time and responsibilities. Individual needs for academic development were diverse but emphasized teaching and career-building skills. Meeting the individual needs of generalist academicians depends on addressing environmental obstacles to their academic development. We recommend building project-oriented teams that collectively develop skills in strategic planning and project management, political negotiation and public relations, and creative use of institutional support systems. Individual faculty development can then be linked to the development of high-priority group projects that stimulate learning and allow opportunities to practice new skills.
Baldwin
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Department of Pediatrics, University of Texas Medical Branch, Galveston 77555-0351.
Levine
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McCormick
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D000046:Academic Medical Centers / Q000458:organization & administration; D005180:Faculty, Medical; D005194:Family Practice / Q000193:education*; D007388:Internal Medicine / Q000193:education; D007588:Job Satisfaction; D010372:Pediatrics / Q000193:education; D011320:Primary Health Care; D013192:Staff Development; D013781:Texas