ArticleJournal of general internal medicine2026
Individualized Faculty Development to Address Outpatient Teaching Challenges: A Mixed-Methods Study.
Article in Journal of general internal medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
backgroundOutpatient faculty face persistent workplace teaching challenges such as high patient volume and limited visit time. Traditional faculty development rarely provides individualized strategies for improving teaching in the clinical workplace.
aimTo implement an individualized faculty development program that uses coaching to help faculty identify an outpatient teaching challenge and develop a feasible solution.
settingA large academic medical center in Boston, Massachusetts.
participantsTwenty-four outpatient teaching faculty from six departments completed the program between September 2021 and May 2022. PROGRAM DESCRIPTION: Faculty participated in a 60-min individualized coaching session. Participants reflected on their outpatient teaching and clinic workflow, identified a priority teaching challenge, and designed a small, feasible solution (a "micro-innovation"). The program emphasized faculty-created workplace-specific solutions. PROGRAM EVALUATION: Evaluation included a 6-month survey (75% response, 18/24), a 9-month focus group, and a 3-year follow-up survey (75% response, 15/20). At 6 months, all respondents (18/18) reported implementing their micro-innovation and perceived a positive impact on student clinics. At 3 years, 53% of respondents (8/15) continued using their micro-innovation. Faculty valued the individualized format for its relevance to their clinic context. DISCUSSION: An individualized coaching program can support outpatient educators in addressing teaching challenges through small, sustainable changes.
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