Enter your Email address:
Wolters Kluwer Health may email you for journal alerts and information, but is committed
to maintaining your privacy and will not share your personal information without
Searle, Nancy EdD; Greenberg, Stephen B. MD
Director, Office of Professional Development, Baylor College of Medicine, Houston, Texas; email@example.com. (Searle)
Dean of medical education, Baylor College of Medicine, Houston, Texas. (Greenberg)
We agree completely with Steinert1 that, when discussing faculty development, we should “broaden the focus of faculty development and target the various roles that clinicians and basic scientists play, including those of leader and scholar.” We also concur with her that we must “change and thus enlarge the scope of faculty development by moving beyond formal, structured activities.” But the 2020 Vision of Faculty Development Across the Medical Education Continuum conference,2 held at Baylor College of Medicine in February 2010, was focused on future needs in educational faculty development, not on the development of health sciences professionals in all areas of their professional life. We also agree that more topics deserved consideration than the 10 discussed at the conference, but we were limited by scope and resources to venture into recommendations in other areas.
When the term faculty development is mentioned at medical institutions, the most common definition of the term is “the development of health sciences educators.” This probably has occurred because of the need for teacher training, since physicians and basic scientists are expected to teach but their education has not included grounding in teaching, evaluation, and other educational issues that they commonly encounter. We recommend that the medical education community move away from the term faculty development and use instead the term professional development. This term includes not only faculty members but everyone involved in the academic mission and refers to the development of his or her potential in teaching, leadership, and scholarship. In addition to the other areas of professional development mentioned by Steinert, we believe that there should also be an increased emphasis on creating strategies for health professions educators to teach in an interprofessional environment.
Nancy Searle, EdD
Director, Office of Professional Development, Baylor College of Medicine, Houston, Texas; firstname.lastname@example.org.
Stephen B. Greenberg, MD
Dean of medical education, Baylor College of Medicine, Houston, Texas.
© 2012 Association of American Medical Colleges
Colleague's E-mail is Invalid
Your Name: (optional)
Separate multiple e-mails with a (;).
Thought you might appreciate this item(s) I saw at Academic Medicine.
Send a copy to your email
Your message has been successfully sent to your colleague.
Some error has occurred while processing your request. Please try after some time.
An Existing Folder
A New Folder
The item(s) has been successfully added to "".
Login with your LWW Journals username and password.
Username or Email:
Enter and submit the email address you registered with. An email with instructions to reset your password will be sent to that address.
Link to reset your password has been sent to specified email address.
What does "Remember me" mean?
By checking this box, you'll stay logged in until you logout. You'll get easier access to your articles, collections,
media, and all your other content, even if you close your browser or shut down your
To protect your most sensitive data and activities (like changing your password),
we'll ask you to re-enter your password when you access these services.
What if I'm on a computer that I share with others?
If you're using a public computer or you share this computer with others, we recommend
that you uncheck the "Remember me" box.
Save my selection
Article Level Metrics