A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide 8
Preparing health care professionals for teaching is regarded as essential to enhancing teaching effectiveness. Although many reports describe a variety of faculty development interventions, there is a paucity of research demonstrating their effectiveness. The objective of this review was to synthesize the existing evidence that addresses the following question: “What are the eff ects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?”
- Yvonne Steinert (lead reviewer), McGill University, Montreal, Quebec, Canada
- Karen Mann, Dalhousie University, Halifax, Nova Scotia, Canada
- Angel Centeno, University Austral, Buena Vista, Argentina
- Diana Dolmans, University of Maastricht, Maastricht, the Netherlands
- John Spencer, University of Newcastle, Newcastle-upon-Tyne, UK
- Mark Gelula, University of Illinois at Chicago, Chicago, USA
- David Prideaux, Flinders University, Adelaide, Australia
Online at BEME
- Published Paper (2006)
- Figures and Tables
- Appendix I
- Appendix II
- Abstract in French Revue systématique des initiatives de perfectionnement du corps professoral dans le but d’améliorer l’efficacité de l’enseignement dans la formation médicale.
- Abstract in Spanish Revisión sistemática de las iniciativas de desarrollo docente diseñadas para mejorar la eficacia de la enseñanza en educación médica.