To the point: Medical education reviewsongoing call for faculty development

Nancy Hueppchen, John L. Dalrymple, Maya M. Hammoud, Jodi F. Abbott, Petra M. Casey, Alice W. Chuang, Amie Cullimore, Katrina R. Davis, Lorraine Dugoff, Eve L. Espey, Joseph M. Kaczmarczyk, Francis S. Nuthalapaty, Edward Peskin, Archana Pradhan, Nadine T. Katz

Research output: Contribution to journalReview articlepeer-review

10 Scopus citations


This article in the To the Point series will focus on best practices regarding faculty development in medical education in the field of obstetrics and gynecology. Faculty development is an essential component in achieving teacher and learner satisfaction as well as improving learner outcomes. The Liaison Committee on Medical Education requires medical school faculty to have the capability and longitudinal commitment to be effective teachers. Although many programs have been created to address faculty development, there remains a paucity of literature documenting the impact of these programs on learner outcomes. We reviewed the qualities of an excellent medical educator, expectations regarding medical school teaching faculty, elements of comprehensive faculty development programs, and outcome measures for evaluating the effectiveness of these programs.

Original languageEnglish (US)
Pages (from-to)171-176
Number of pages6
JournalAmerican journal of obstetrics and gynecology
Issue number3
StatePublished - Sep 2011


  • faculty development
  • medical education
  • program evaluation

ASJC Scopus subject areas

  • Obstetrics and Gynecology


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