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Background  The Accreditation Council for Graduate Medical Education (ACGME) core competencies (CC) in general medicine-based primary care are essential for junior medical trainees. In this country, a  regular  faculty development (FD) program aimed at training faculty in instructing (teaching and assessing) these CC had operated. However, leadership was not emphasized. In a new  intervention  module, the roles and associated responsibilities of  clinical instructors  to  conduct ,  design , and  lead  CC-based education were emphasis.    Aims  This follow-up explanatory case study compares the effectiveness of  intervention  module with that of the previous  regular  module.    Methods  The  regular  group ( n  = 28) comprised clinical instructors who participated in the FD module during the 2013–2014 year while the  intervention  group ( n  = 28) was composed of 2015–2016 participants. Prior to the formal ( hands-on ) training, participants in the  intervention  group were asked to study the online materials of the  regular  module. These participants then received a 30-h hands-on training in  conducting ,  designing , and  leading  skills. Finally, they prepared a 10-h reflective end-of-module presentation of their real-world practices.    Results  Following the training, a higher degree improvement in participants self-reported familiarity with CC education, self-confidence in their ability to deliver CC education and sustained involve CC education were noted among the  intervention  FD group, compared with the  regular  FD group. In the  intervention  group,  senior  academicians (associate and full professor) are more substantially involved in  designing  and  leading  CC-based courses than junior academicians (lecturers and assistant professors). Among non-teaching award winners of in the  intervention  FD group, the follow-up degree of sustained involvement in  delivering, designing and leading  CC-based courses was significantly higher than that of the  regular  group.    Conclusions  Our study demonstrated that leadership training in the  intervention  FD modules substantially motivated clinical instructors to become leaders in CC education.

bmc medical education

Sustained effects of faculty leadership development modules for clinical instructors of core competences education in Taiwan: a four-year explanatory case study