Xiaoben Jiang, Dawei Yang, Li Feng, Yu Zhu, Mingliang Wang, Yinzhou Feng, Chunxue Bai, Hao Fang
Contrastive learning with token projection for Omicron pneumonia identification from few-shot chest CT images
Frontiers in medicine
faculty development medical education often delivered ad hoc manner instead deliberately sequenced program matched datainformed individual needs article authors extensive experience faculty development fd present competencybased faculty development cbfd framework envisioned enhance impact fd steps principles cbfd framework reflect lessons learned competencybased medical education cbme foundational goal better train physicians meet societal needs authors see cbfd similar framework one better train faculty meet educational needs cbfd core elements include articulated competencies varied educational roles faculty fulfill deliberately designed curricula structured build competencies assessment program process support individualized faculty learning professional growth framework incorporates ideas cbfd delivered use coaching promote reflection identity formation creation communities learning cbme cbfd framework included important considerations change management including broad stakeholder engagement continuous quality improvement scholarship authors provided examples literature well challenges considerations step