title: [Strive, plan and reach the "Summit": the Faculty Development Program at the Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel Institute of Technology].
abstract: BACKGROUND
  In recent years, faculty development has turned into a central component of medical education and a primary instrument in qualifying physicians to be teachers and educators. The faculty development program at the Ruth & Bruce Rappaport Faculty of Medicine ("Summit" program) was established in order to improve teaching of the clinical professions, to create a community of medical teachers and educators and to develop leadership in medical education within the Faculty of Medicine.
  
  
  OBJECTIVE
  This article aims to describe the design, implementation and evaluation of the faculty development program in the Technion's Faculty of Medicine.
  
  
  METHODS
  The program was designed for a group of 20 clinical teachers, of various clinical professions, who had gained at least one year of undergraduate teaching experience and wished to develop a career in medical education. The program included seven monthly, eight-hour meetings throughout the academic year. Learning was based on small group discussions, interactive exercises, role-plays and simulations, self-directed reading and reflective writing. At the end of the final meeting, participants completed an evaluation form.
  
  
  RESULTS
  Seventeen of the 20 participants (85%) graduated and received certificates. Learners' overall satisfaction was high. Graduates expressed high motivation to practice medical education within the Faculty of Medicine and reported that they gained new knowledge in medical education and skills regarding various aspects of teaching and learning, such as formulation of learning objectives, designing role plays, and providing effective feedback.
  
  
  CONCLUSIONS
  The "Summit" program is an innovative initiative in the field of medical education in Israel. The program had a significant impact on participants' knowledge, teaching skills and attitudes. In order to ensure implementation of the acquired tools and skills, its shortterm and long-term effects on teaching behavior and the learning climate have yet to be demonstrated. In addition, it is necessary to check if the program affected the faculty as an organization, promoted changes in curricula, teaching and evaluation methods.
authors.affiliation: Department of Family Medicine, Clalit Health Services, Haifa. ocastel@zahav.net.il
authors.forename: Orit Cohen
authors.initials: OC
authors.lastname: Castel
authors.forename: Rachel
authors.initials: R
authors.lastname: Nave
authors.forename: Margalit
authors.initials: M
authors.lastname: Ganor
authors.forename: Dalia R
authors.initials: DR
authors.lastname: Hasson-Gilad
authors.forename: Riva
authors.initials: R
authors.lastname: Brika
mesh_terms: D004502:Education, Medical, Continuing / Q000592:standards*; D005180:Faculty, Medical / Q000592:standards*; D006801:Humans; D007557:Israel; D012577:Schools, Medical / Q000592:standards*; D013663:Teaching / Q000592:standards