Tylah E Johnston, Peter M McEvoy, James J Gross, Rodrigo Becerra, David A Preece
The Emotion Beliefs Questionnaire: Psychometric properties, norms, and links to affective outcomes
Journal of affective disorders
despite changing roles faculty health professions past two decades none reviews paid enough attention impact faculty development programs roles objective review synthesize existing evidence addresses questions types outcomes faculty development programs based harden teachers role framework areas described harden crosby authors referring review conducted according guidance preferred reporting items systematic reviews metaanalyses prisma framework 2020 literature search conducted medlinepubmed scopus eric sciencedirect google scholar magiran sid databases review included 119 studies 1990 2020 met review criteria data extracted using modified coding sheet used modified kirkpatrick model assess educational outcomes faculty development programs majority faculty development programs workshops 3361 various durations programs focused domain information provider coach 7647 followed facilitator learning mentor 5378 assessor diagnostician 3781 five faculty development programs focused domain role model majority 8319 outcomes reported level 2b level 1 7395 level 2a 7142 gains knowledge skills related teaching methods student assessment frequently noted behavior changes included enhanced teaching performance development new educational curricula programs improved feedback evaluation processes new leadership positions increased academic output career development impact organizational practice continued underexplored based review findings broadening scope faculty development programs beyond traditional roles faculty members utilizing competencybased framework developing comprehensive faculty development program recommended attention individualized form faculty development programs incorporating informal approaches design delivery faculty development programs also needed