title: Through the looking glass: how reflective learning influences the development of young faculty members.
abstract: BACKGROUND
  Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues.
  
  
  OBJECTIVE
  We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members.
  
  
  METHODS
  We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis.
  
  
  RESULTS
  Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers.
  
  
  CONCLUSIONS
  Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.
authors: Division of General Internal Medicine, Emory University School of Medicine, 49 Jesse Hill Jr. Drive, Atlanta, GA 30303, USA.
authors: Stacy
authors: S
authors: Higgins
authors: Lisa
authors: L
authors: Bernstein
authors: Kimberly
authors: K
authors: Manning
authors: Jason
authors: J
authors: Schneider
authors: Anna
authors: A
authors: Kho
authors: Erica
authors: E
authors: Brownfield
authors: William T
authors: WT
authors: Branch
mesh_terms: D003479:Curriculum; D005180:Faculty, Medical; D005260:Female; D005845:Georgia; D006801:Humans; D007858:Learning; D008297:Male; D013192:Staff Development / Q000379:methods*; D013850:Thinking