A pilot study for integrating volunteers with core psychiatry faculty.
OBJECTIVE
Among psychiatric educators of medical students and residents are those who are referred to as volunteer faculty. Their unpaid status, limited time to devote to teaching, and isolation from most of the core faculty present us with the challenge of better integrating them with the team of educators. The author describes a faculty development demonstration project in a community-based medical education setting.


METHODS
Attendance information and postworkshop surveys in 2001 and 2003 are presented as qualitative data.


RESULTS
On two occasions, one-half day conference with a visiting expert was offered to both core and voluntary faculty. Attendance was satisfactory, and comments of participants demonstrated a new appreciation and application of techniques for clinical teaching and evaluation.


CONCLUSIONS
Faculty development workshops offered to voluntary and core faculty may encourage collaboration between groups, enhance teaching, and become a meaningful aspect of continuing education. Increased interaction with volunteers may lead educators to reframe the concept of faculty.
Dunstone
David
D
Dept. of Psychiatry, Michigan State University/Kalamazoo Center for Medical Studies, Kalamazoo, MI 49048, USA. dunstone@kcms.msu.edu
D003299:Cooperative Behavior; D004493:Education; D005178:Faculty; D006801:Humans; D007396:Internship and Residency; D010865:Pilot Projects; D011570:Psychiatry / Q000379:methods*; D013337:Students, Medical; D011795:Surveys and Questionnaires; D014838:Volunteers