Faculty Development

Faculty Development

The goal of faculty development in the Department of Family Medicine is skill building for faculty. Department conferences and learning communities provide both basic and advanced skill development in four major areas: Teaching, Scholarship, Leadership/Management, and Personal/Professional. Presentations are designed to meet the faculty development needs for a broad range of faculty from fellows and junior faculty to senior, experienced faculty.

Topic-based Faculty Learning Communities

A Faculty Learning Community (FLC) is focused on sharing expertise between colleagues to enhance knowledge and skills. Members of a FLC pursue shared goals while working within a framework of mutual trust and respect.


  1. Build collaboration and fellowship amongst faculty
  2. Provide an opportunity for a more interactive faculty development format
  3. Encourage the production of scholarly works for publication or presentation

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Faculty Learning Community Format

  • Meet one - two times per month for at least six months
  • Facilitator chooses times and dates
  • Use technology to allow participation without being physically present, e.g. Adobe Connect
  • Use a standard schema for the group to establish mutually agreed upon goals and outcomes
  • Consistent faculty facilitator(s) leading the group
  • Topics for discussion driven by group with suggestions for useful topics from facilitator and other presenters

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Faculty Learning Communities - 2014-2015

Foundations of Family Medicine. A look at our present-day work through the lens of our historic literature. We will discuss selected readings from the 1950s through present time that will shed light on the underpinnings of today's practice of primary care with an emphasis on the clinical encounter (as opposed to health policy).  Authors might include: Ian McWhinney, George Engel, Ed Pellegrino, Ivan Ilitch, Iona Heath, Enid/Michael Balint, G.Gayle Stephens. Direction of readings will be determined by the group during our sessions. Participants must be willing to read up to 50 pages/month and come eager to discuss and think outside the box.

Survey Design: Getting it right makes all the difference. In this FLC, participants will design surveys using best practices and sound research principles. Included will be discussion of a process for developing and testing surveys and how to avoid pitfalls.

Flipping the Classroom: An exploration of various strategies for active learning. In this FLC we will explore strategies for flipping the classroom as well as other active learning tactics. Active learning is a way of engaging learners to do things as well as reflect on what they are doing. Together flipped classroom teaching is one version of active learning – the goal of all of which is to shift responsibility of learning onto the adult learners.

Curriculum Design. creating innovative and effective curricula. In this FLC, participants will work together to design and develop curricula using an outcomes-oriented approach and building an evaluation strategy from the outset. Included will be component steps in curriculum design including needs assessment, writing objectives, choosing educational strategies and outcomes evaluation.

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