title: An innovative process for faculty development in residency training.
abstract: BACKGROUND
  For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible.
  
  
  METHODS
  An innovative faculty development model that accomplishes these goals is described. This model trained faculty to analyze curricular needs and then to design, disseminate, and evaluate their curricula. This model utilized guided experiential learning that promoted the creation of residency program curricula and faculty buy-in.
  
  
  RESULTS
  Key outcomes included high levels of resident satisfaction and use of the curricula, improved tracking of rotation progress, improved faculty satisfaction with their role as educators, perceived improvement in resident evaluations, and increased involvement of faculty in creating and teaching to the curriculum.
  
  
  CONCLUSIONS
  This process may be adapted by other programs based on their available resources to address faculty development needs. The process serves as a model for meeting ACGME requirements.
authors: Department of Pediatrics, Duke University Medical Center, Durham, North Carolina 27710, USA. aditee.narayan@duke.edu
authors: Aditee Pradhan
authors: AP
authors: Narayan
authors: Shari A
authors: SA
authors: Whicker
authors: Kathleen A
authors: KA
authors: McGann
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D003625:Data Collection; D004059:Diffusion of Innovation; D005180:Faculty, Medical / Q000458:organization & administration*; D017144:Focus Groups; D006801:Humans; D007396:Internship and Residency / Q000592:standards; D017145:Models, Educational; D015397:Program Evaluation; D013192:Staff Development / Q000379:methods*; D013663:Teaching / Q000379:methods; D014481:United States