ArticleAEM education and training2025
Faculty development committee: Evolution through engagement and empowerment.
Article in AEM education and training, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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
2 citing papers in PubMed.
- Mentorship Strategies and Illustrative Cases at Every Career Stage.AEM education and training · 2026Review
- Faculty development committee: Evolution through engagement and empowerment.AEM education and training · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Burnout and faculty disengagement are critical challenges in academic emergency medicine (EM), with burnout rates as high as 70% among emergency physicians. These issues, worsened by the COVID-19 pandemic and workforce shifts, lead to decreased professional satisfaction and increased attrition. Addressing these concerns is vital to fostering a supportive, equitable, and growth-oriented environment for faculty. Objective: The faculty development committee (FDC) was established to empower faculty to address professional development, inclusivity, transparency, and wellness through innovative and collaborative initiatives. Methods: Faculty needs were identified based on data from a biannual department culture survey. Findings revealed key areas for improvement, including career advancement, wellness, and equity, among others. A faculty-driven approach was used to design and implement initiatives, including a mentorship program, educational curriculum, equity assessments, and flexible scheduling policies. The biannual survey and informal feedback solicitation were used to evaluate outcomes and refine interventions. Results: The mandatory mentorship program accelerated promotions, including the historic advancement of female faculty to full professor roles. The faculty education curriculum enhanced breadth of knowledge and clinical skills, leading to increased satisfaction with educational opportunities (45% in 2022 vs. 35% in 2020). Transparent policies on leadership roles and salary equity improved inclusivity and fairness. Flexible scheduling accommodations, including age and pregnancy/lactation status-based shift exemptions, expanded vacation and holiday options, and extended parental leave, improve work-life balance and faculty engagement. Surveys demonstrated improvements in departmental culture and satisfaction. Conclusion: The FDC effectively addressed wellness, equity, and professional growth in an academic EM group by implementing faculty-centered and faculty-driven solutions. The committee's work has fostered a supportive, inclusive, and development-focused environment, serving as a model for addressing similar challenges in academic institutions.
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.