A large component of any academic professional development program is faculty development, as the success of education excellence primarily hinges on the effectiveness of educators. To maintain faculty vitality and commitment to their home institutions it is incumbent to offer faculty development opportunities. A systematic review by Steinert states the field of faculty development has grown substantially in the last 10 years. This webinar will review the field over the past 10 years. In addition, it will highlight the varieties of faculty development activities, formal and informal, short and longitudinal, and diverse design principles. There will be a focus on the need to build communities of practice in the workplace and foster participants passions with like-mined colleagues to share ideas and resources and work collaboratively on projects. The session will conclude with challenges of assessment of faculty development initiatives to assure accountability of oversees of programs and to support desired outcomes from all participants.
Dr. Fornari is the Associate Dean of Educational Skills Development, Zucker SOM (ZSOM) at ZSOM and is the Vice President of Faculty Development for the 23 hospitals of the Northwell Health organization. Her faculty development role at both institutions is designed to align the UME, GME and CPD continuum. Serving in these roles for the past 10 years allows her to bring UME curricular innovations to the GME programs and recruit educators from GME to participate in faculty development and teaching at the School of Medicine. She is co-editor of the IAMSE publication “How to Guide for Active Learning” produced by the IAMSE Publications Committee in 2015. She has developed and implemented longitudinal CPD learning for faculty: “Learning Drives Teaching and Assessment” workshops, an educational research curriculum, “Educational Research Skills Development”, and system-wide “Resident as Teacher” and “Chief Resident” curriculum courses, all of which include interactive didactics and experiential components to assure skill-building is occurring in real-time. Dr. Fornari is actively engaged in obtaining external funding and implementing novel programs to transform medical education across the continuum. In 2014, Dr. Fornari was awarded a 2-year grant, Mentoring and Professionalism in Training (MAP-IT), funded by the Arnold P. Gold Foundation that focused on developing mentoring skills in clinicians to achieve humanistic relationships with trainees, colleagues and ultimately patients across the continuum of medical education. In 2015 the Department of Internal Medicine was awarded a 5-year HRSA Primary Care Training and Education grant, Improving Patient Access and Care Through Training (IMPACcT). Dr. Fornari is Co-Principle Investigator on this grant and has oversight of implementation of grant activities which seek to transform delivery of education to students and residents in ambulatory clinical care environments and impacting care delivered in those settings. All of her grant funded projects have had sustainability beyond the funding period. National presentations and publications have disseminated the funded educational innovations. Currently she is a peer reviewer for numerous medical education journals, including Medical Science Educator and MedEdPortal. She uses her professional time to mentor numerous colleagues on educational research and how to bring an idea to project fruition and then publication. This mentoring also includes grant writing to seek funds for medical education projects. Dr. Fornari is an inaugural member of the Zucker SOM Academy of Medical Educators (AME) and in her faculty development role is intimately involved in the creation of its mission, landmark activities and message to all faculty at the Northwell Health Organization.