Impact of Faculty Development Program on Organizational Culture
Explore the organizational impact of a faculty development program on interprofessional educators at the Uniformed Services University of the Health Sciences, focusing on changes in culture, individual and group outcomes, and research questions.
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Organizational Impact of a Faculty Development Program on Interprofessional Educators John Nowell, ENS, MC, USN and Ryan Sanborn, 2d Lt, MSC, USAF Uniformed Services University of the Health Sciences School of Medicine Class of 2026
Disclaimers/Disclosures The views expressed are those of the authors and should not be construed to represent the positions of Uniformed Services University, the United States Air Force, Army, Navy, Department of Defense, or the U.S. Government. We have no relevant financial relationships or conflicts of interest to disclose.
Acknowledging the Team! Dr. Hava Haischer-Rollo Dr. Diane Hale Dr. Dave Honeycutt Dr. Thomas McFate Dr. Rhiana Saunders Dr. Jessica Servey William Bowers, MS3 Reece Tuckerman, MS4
Faculty Development Impact Individual changes Larger group changes Increased confidence in skills Increased academic promotion rates Increased skills as observed by others Publication increases Increased academic promotion rates Increased collegial relationships
Our Program Large organization 1 School of Medicine 22 Core Teaching Hospitals Dozens of additional hospitals Since 2020 620-650 workshops annually 1800-1900 attendees annually 75-80% physicians Since 2017 42 trained faculty developers Web-based infrastructure to track offerings and attendance
Research question Has the faculty development program changed the culture within the organization? If so, how and what? IRB protocol,DBS.2022.371 Part of our Program Evaluation deemed Non- Human Subjects Research
Organizational culture Faculty development as a social enterprise Interaction between the community and workplace Schein s construct of organizational culture Artifacts Values Underlying assumptions
Methods Constructivist paradigm Phenomenological approach Data Collection 10 focus groups 2 interviewers each group Semi-structured interview created Aliases used, recorded, transcribed E-mail invitation to 575 with goal 30-40 faculty
Data Analysis Thematic analysis 6 coders reviewed 3 transcripts to create the codebook Two groups of 3 coders 5 transcripts each Each group had 1 person with the program since 2015 Each group met multiple times All 6 coders met to develop themes from the codes Looked at pair frequency Reflexivity
Themes Professionalization of role as educator Formation of the profession legitimization Collaboration and finding community across organization Leadership perception and support
Conclusions Has the faculty development program changed the culture within the organization? If so, how and what? Faculty Development programs can change organizations: Enhance collegiality across professions and specialties Through the use of artifacts, higher value placed on faculty development Underlying assumptions are the most difficult to measure and change, and thus, further research is needed to assess the impact of faculty development
