SynthesisBMC medical education2023
A systematic review of faculty development programs based on the Harden teacher's role framework model.
Synthesis in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed, 1 synthesis or guideline pooled it, 35 citations in OpenAlex.
- Mapping faculty development needs in medical education: a bibliometric analysis.Frontiers in medicine · 2026Pooled it
- Variability and Innovation in Faculty Development Models in Emergency Medicine.AEM education and training · 2026Review
- Designing a context-sensitive faculty development architecture for simulation facilitators: lessons from a practice-based implementation.Advances in simulation (London, England) · 2026Article
- From Classroom to Screen: Enhancing Medical Faculty Competencies With Video-Editing Proficiency.Cureus · 2026Article
- Bridging technology and pedagogy: evaluation of an interprofessional course on technology-enhanced learning for health professions educators.Frontiers in medicine · 2026Review
- Training without Harm: Rethinking Ethics, Simulation and the Evolving Future of Medical Education in West Africa.Advances in medical education and practice · 2026Article
- Enhancing educator skills through National Family Medicine faculty development workshop: A descriptive study of the faculty experience.Journal of family medicine and primary care · 2026Article
- The GLASS tool: a new lens for evaluating generalist leadership competencies for medical education.Medical education online · 2025Article
- Development of clinical teaching competency framework and scale for physician teachers in China: an exploratory sequential mixed methods study.Medical education online · 2025Article
- We should nudge clinicians and trainees to participate in health professions education programmes.Medical education · 2025Review
- Workplace-based faculty development model: A meta-synthesis review of qualitative research.Pakistan journal of medical sciences · 2025Review
- Faculty development for undergraduate student programmatic assessment: a Brazilian multi-centered longitudinal study.BMC medical education · 2025Article
- Effects of a long term faculty development program on improvement in quality of MCQs: an impact evaluation study.BMC medical education · 2025Article
- Beyond carrots and sticks. Exploring faculty motivation to join a digital health professions educator program.Frontiers in medicine · 2025Article
- Medical Education in Afghanistan: Challenges and Policy Implications.Advances in medical education and practice · 2025Article
- Decoding CBME through a longitudinal faculty development program: A comparative study.Bioinformation · 2025Article
- A decade of publication trends in the Mountain West Clinical and Translational Research Infrastructure Network.Journal of translational science · 2025Article
- Assessing the effectiveness of flipped classroom teaching-learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study.BMC medical education · 2024Article
- Needs and gaps of faculty development for medical schools.Korean journal of medical education · 2024Article
- Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays.Frontiers in medicine · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDespite the changing roles of faculty in the health professions over the past two decades, none of the reviews has been paid enough attention to the impact of the faculty development programs on these roles. The objective of this review is to synthesize the existing evidence that addresses the questions: "What are the types and outcomes of faculty development programs based on the Harden teachers' role framework and which of the areas described by Harden and Crosby are the authors referring to?"
methodsThis review was conducted according to the guidance for Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. In 2020, a literature search was conducted in MEDLINE/PubMed, Scopus, ERIC, ScienceDirect, Google Scholar, Magiran and SID databases. The review included 119 studies (between 1990 and 2020) that met the review criteria. Data were extracted using a modified coding sheet. We used the modified Kirkpatrick model to assess the educational outcomes of faculty development programs.
resultsThe majority of faculty development programs were workshops (33.61%) with various durations. Most programs focused on the domain of information provider and coach (76.47%), followed by the facilitator of learning and mentor (53.78%) and assessor and diagnostician (37.81%). Only five faculty development programs focused on the domain of role model. The majority (83.19%) of outcomes reported were at level 2B, level 1 (73.95%) and level 2A (71.42%). Gains in knowledge and skills related to teaching methods and student assessment were frequently noted. Behavior changes included enhanced teaching performance, development of new educational curricula and programs, improved feedback and evaluation processes, new leadership positions, increased academic output and career development. The impact on the organizational practice continued to be underexplored.
conclusionBased on the review findings, broadening the scope of faculty development programs beyond the traditional roles of the faculty members by utilizing a competency-based framework for developing a comprehensive faculty development program is recommended. Attention to individualized form of faculty development programs and incorporating more informal approaches into the design and delivery of faculty development programs is also needed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.