ArticleFrontiers in medicine2025
Transforming individuals and institutions through competency-based faculty development.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mapping faculty development needs in medical education: a bibliometric analysis.Frontiers in medicine · 2026Pooled it
- Skill-based competencies, not traits, are associated with design thinking-aligned teaching behaviours in nursing education: a cross-sectional survey.BMC medical education · 2026Article
- "It Is Humble but Honorable Work": A Needs Assessment of Critical Care Education in the Pediatric Residency Programs of Honduras.Journal of graduate medical education · 2026Article
- The Faculty Development Paradox: Applying Competency-Based Education Principles to Faculty Development.Perspectives on medical education · 2026Article
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.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Faculty development (FD) is foundational to advancing the quality of health professions education and, by extension, the healthcare system. While FD has traditionally emphasized teaching, its scope now includes educational leadership, scholarship, and systems-level change. This Perspective argues for the adoption of competency-based FD frameworks to not only support individual educator growth but also catalyze institutional transformation. Aligning FD programming with established educator competencies fosters professional identity, enables targeted skill development, and legitimizes educational contributions in academic medicine. Drawing from global models-including frameworks from the United States, United Kingdom, the Netherlands, and Lebanon-we illustrate how institutions can adapt existing structures to their specific needs. We describe our experience at Johns Hopkins School of Medicine, where a locally tailored competency framework was developed to define six core educator domains and associated metrics. This initiative has driven significant changes in FD offerings, educator recognition, and promotion processes. Key lessons include the importance of making educator work visible, aligning FD with promotion pathways, delivering flexible programming, and engaging stakeholders early. Adapting frameworks to local contexts clarifies institutional values, supports customized faculty programming, and strengthens advocacy for educational excellence. Ultimately, competency-based FD serves as a strategic tool to enhance faculty satisfaction, retention, and institutional impact. We encourage institutions to adopt a systems-oriented approach that integrates shared standards with local relevance to elevate educational practice and culture.
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.