Evidence map›Paper›PMID 41112904›Full record

ArticleMedical science educator2025

What Keeps Faculty Coming Back? Factors Associated with Continued Pursuit of Faculty Development.

David A Lindholm, Jessica Servey, Rhiana Saunders, Thomas McFate, Salvatore Sidoti, Bizualem Zelelew, Dana Blyth, Diane Hale, Gayle Haischer-Rollo

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In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

David A LindholmUniformed Services University of the Health Sciences, Bethesda, MD USA.ORCID 0000-0001-5428-7404
Jessica ServeyUniformed Services University of the Health Sciences, Bethesda, MD USA.
Rhiana SaundersUniformed Services University of the Health Sciences, Bethesda, MD USA.
Thomas McFateUniformed Services University of the Health Sciences, Bethesda, MD USA.
Salvatore SidotiUniformed Services University of the Health Sciences, Bethesda, MD USA.
Bizualem ZelelewUniformed Services University of the Health Sciences, Bethesda, MD USA.
Dana BlythUniformed Services University of the Health Sciences, Bethesda, MD USA.
Diane HaleUniformed Services University of the Health Sciences, Bethesda, MD USA.
Gayle Haischer-RolloUniformed Services University of the Health Sciences, Bethesda, MD USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Faculty development benefits clinician-educators, yet little is known about what influences clinical faculty to pursue development as educators. To optimize faculty development attendance at a federal medical school with geographically dispersed teaching hospitals, we assessed how demographic and workshop factors impacted attendance by comparing physician faculty who attended faculty development on a single day with those returning any future day. Materials and Methods: We conducted a retrospective review of our faculty development website database for attendee, instructor, and workshop factors among physicians attending their first workshop in 2014-2022. We employed a multivariate model to determine a relative return ratio (RRR) and evaluate independent factors for return. Results: Of 3,213 attendees, 2,204 (68.6%) returned on any future day, with 966/2,204 (43.8%) returning within one week. Surgical faculty were 11% less likely to return than medical faculty (RRR 0.89; 95% CI 0.84 to 0.95), an effect heightened when both attendee and first instructor were surgeons. Workshops delivered by community-based instructors demonstrated decreased return compared to those delivered by university-based instructors (RRR 0.95; 95% CI 0.90 to 0.99). Attendees whose first workshop occurred at large teaching hospitals with an instructor traveling from main campus were more likely to return than in other contexts. Day, month, and time of workshops also correlated with return. Discussion: Our study suggests that demographic and workshop factors can influence clinician-educators to continue attending faculty development. We encourage faculty development leaders to evaluate attendance patterns vis-à-viz van Bruggen's 4Cs of competence, context, community, and career to meet the dynamic needs of their faculty. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02422-8.

Indexed as

AttendanceClinician-educatorFaculty developmentMedical schoolProfessional developmentTeaching hospital

Identifiers

PMID41112904
PMCPMC12532536

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Registered trials

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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.