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The ties that bind: a network approach to creating a programme in faculty development
Author(s) -
Baker Lindsay,
Reeves Scott,
EganLee Eileen,
Leslie Karen,
Silver Ivan
Publication year - 2010
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2009.03549.x
Subject(s) - flexibility (engineering) , legitimacy , accountability , key (lock) , public relations , social capital , faculty development , health care , medical education , professional development , sociology , political science , knowledge management , psychology , medicine , computer science , management , social science , computer security , politics , law , economics
Medical Education 2010:44: 132–139Context Current trends in medical education reflect the changing health care environment. An increasingly large and diverse student population, a move to more distributed models of education, greater community involvement and an emphasis on social accountability, interprofessional education and student‐centred approaches to learning necessitate new approaches to faculty development to help faculty members respond effectively to this rapidly changing landscape. Methods Drawing upon the tenets of network theory and the broader organisational literature, we propose a ‘fishhook’ model of faculty development programme formation. The model is based on seven key factors which supported the successful formation of a centralised programme for faculty development that addressed many of the contemporary issues in medical education. These factors include: environmental readiness; commitment and vision of a mobiliser; recruitment of key stakeholders and leaders to committees; formation of a collaborative network structure; accumulation of networking capital; legitimacy, and flexibility. Discussion Our aim in creating this model is to provide a guide for other medical schools to consider when developing similar programmes. The model can be adapted to reflect the local goals, settings and cultures of other medical education contexts.