Faculty development in Canadian medical schools: a 10-year update.
OBJECTIVE
To compare the current status of faculty development practices in Canadian medical schools with the status of such practices in 1986.


METHODS
Mail survey.


METHODS
All 16 Canadian medical schools.


METHODS
Faculty development coordinators at the medical schools.


METHODS
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.


CONCLUSIONS
Faculty development in Canadian medical schools has undergone a major, positive transition during the last 10 years.
McLeod
P J
PJ
Department of Medicine, Pharmacology and Therapeutics, McGill University, Montreal, Que.
Steinert
Y
Y
Nasmith
L
L
Conochie
L
L
D002170:Canada; D003479:Curriculum; D004502:Education, Medical, Continuing / Q000639:trends*; D005180:Faculty, Medical; D005500:Follow-Up Studies; D006801:Humans; D015397:Program Evaluation; D013192:Staff Development / Q000639:trends*; D011795:Surveys and Questionnaires; D014146:Training Support / Q000639:trends