@article{0f9e2a533f534703a04f6875023595b7,
title = "The Essential Role of Educator Development 10 Years of the ACC Emerging Faculty Program",
abstract = "The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to {"}educate the educators{"} through training and mentorship. A primary focus of the program is the biennial Teaching Skills Workshop, which has had 130 participants since its inception and is focused on the concepts of effective adult learning, curriculum design, and optimization of presentation skills. A survey of participants (80 respondents of 130 total participants) found that the majority stated that participation in the program had a large impact on their ability to apply instructional design principles (49%) and present in face-to-face settings (47%), and it had a moderately large to large positive impact on their personal careers. Thus, the Emerging Faculty program combines several elements of the College's strategic plan in a single program that provides member value to early career professionals and sustained benefit for the cardiovascular community and patients.",
keywords = "cardiology, education, fellowship, mentorship, teaching",
author = "Auseon, {Alex J.} and O'Gara, {Patrick T.} and Elizabeth Klodas and Holmes, {David R.} and Jackson, {Marcia J.} and Green, {Joseph S.} and Konstam, {Marvin A.} and Nishimura, {Rick A.}",
note = "Funding Information: To invest in the sustainability of the ACC{\textquoteright}s educational mission, a group of recognized teachers within the College constructed a biennial conference, with financial support from the Michael Wolk Heart Foundation, that focused on the development of early career members nominated and selected through an open, competitive process. The Teaching Skills Workshop for EF program was first held in 2005, with 19 participants. A request for applications letter was sent to all chiefs of cardiology divisions throughout the United States. The letter asked these chiefs to nominate their most promising young faculty members who were interested in education. The candidates for the program were fellows or associate fellows of the ACC, in full-time academic positions, but not yet at the academic rank of professor, who practiced in a setting with teaching responsibilities. Their applications and supporting letters needed to show evidence of exceptional talent and dedication to teaching. Publisher Copyright: {\textcopyright} 2016 American College of Cardiology Foundation.",
year = "2016",
month = may,
day = "10",
doi = "10.1016/j.jacc.2016.02.052",
language = "English (US)",
volume = "67",
pages = "2177--2182",
journal = "Journal of the American College of Cardiology",
issn = "0735-1097",
publisher = "Elsevier USA",
number = "18",
}