title: Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?
abstract: OBJECTIVE
  Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program.
  
  
  METHODS
  A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders.
  
  
  RESULTS
  At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents.
  
  
  CONCLUSIONS
  Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty.
authors.affiliation: a doctorate in educational leadership and policy. At the time of this study, she was an Assistant Dean for Graduate Medical Sciences at Boston University School of Medicine and the primary evaluator for this project. She is now a Clinical Associate Professor at Stanford University. mcampion@stanford.edu.
authors.forename: MaryAnn W
authors.initials: MW
authors.lastname: Campion
authors.affiliation: the Director of Faculty Development for the Boston University Medical Campus. She was the secondary evaluator for this study. rbhasin@bu.edu.
authors.forename: Robina M
authors.initials: RM
authors.lastname: Bhasin
authors.affiliation: an Associate Professor of the Practice at Boston University Schools of Education. He has extensive experience in faculty development at the K-12 level. djb@bu.edu.
authors.forename: Donald J
authors.initials: DJ
authors.lastname: Beaudette
authors.affiliation: a Professor of Education at Boston University Schools of Education. She specializes in educational assessment, research, program development, and evaluation. shann@bu.edu.
authors.forename: Mary H
authors.initials: MH
authors.lastname: Shann
authors.affiliation: the Assistant Provost for Faculty Development for the Boston University Medical Campus and a Professor of Medicine and Epidemiology at Boston University Schools of Medicine and Public Health. emelia@bu.edu.
authors.forename: Emelia J
authors.initials: EJ
authors.lastname: Benjamin