title: Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.
abstract: BACKGROUND
  There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare.
  
  
  OBJECTIVE
  We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls.
  
  
  METHODS
  Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire.
  
  
  METHODS
  Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program.
  
  
  METHODS
  Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions.
  
  
  METHODS
  The main outcome was the aggregate score of the ten items on the questionnaire at all institutions.
  
  
  RESULTS
  The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills.
  
  
  CONCLUSIONS
  Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.
authors.affiliation: Emory University School of Medicine, 49 Jesse Hill Jr. Dr., Atlanta, GA, 30303, USA, wbranch@emory.edu.
authors.forename: William T
authors.initials: WT
authors.lastname: Branch
authors.forename: Calvin L
authors.initials: CL
authors.lastname: Chou
authors.forename: Neil J
authors.initials: NJ
authors.lastname: Farber
authors.forename: David
authors.initials: D
authors.lastname: Hatem
authors.forename: Craig
authors.initials: C
authors.lastname: Keenan
authors.forename: Gregory
authors.initials: G
authors.lastname: Makoul
authors.forename: Mariah
authors.initials: M
authors.lastname: Quinn
authors.forename: William
authors.initials: W
authors.lastname: Salazar
authors.forename: Jane
authors.initials: J
authors.lastname: Sillman
authors.forename: Margaret
authors.initials: M
authors.lastname: Stuber
authors.forename: LuAnn
authors.initials: L
authors.lastname: Wilkerson
authors.forename: George
authors.initials: G
authors.lastname: Mathew
authors.forename: Michael
authors.initials: M
authors.lastname: Fost
mesh_terms: D015331:Cohort Studies; D003299:Cooperative Behavior; D004501:Education, Medical / Q000592:standards / Q000639:trends*; D005180:Faculty, Medical / Q000592:standards; D005260:Female; D006808:Humanism; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D011446:Prospective Studies; D012380:Role; D013192:Staff Development / Q000639:trends*