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Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.

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Title: Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.
Authors: Van Schalkwyk, Susan1 scvs@sun.ac.za, Amaral, Eliana2, Anakin, Megan3, Chen, Ruth4, Dolmans, Diana5, Findyartini, Ardi6, Fobian, Noeline1, Leslie, Karen7, Muller, Jana1, O'Sullivan, Patricia8, Ramani, Subha9, Sorinola, Olanrewaju10, Vakani, Farhan Saeed11, Yang, Da-ya12, Steinert, Yvonne13
Source: Medical Teacher. Aug2025, Vol. 47 Issue 8, p1304-1325. 22p.
Subject Terms: *Content analysis, *Teacher development, *Adult education workshops, *Theory, *Learning strategies, Descriptive statistics, Mentoring, Systematic reviews, Conceptual structures, Mathematical models
Abstract: Background: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education. Methodology: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised using descriptive statistics and qualitative data synthesised using content analysis. Results: Faculty development was the most frequently used term encompassing a range of understandings and practices. Many papers focused on educators' enhanced understanding of teaching, learning, and assessment. Several highlighted the social context of collaborative practice and organisational learning. FD formats included workshops, courses, longitudinal programs, and coaching and mentoring. Dominant conceptual frameworks included Kirkpatrick's model of evaluation, communities of practice theory, adult learning theory, and experiential learning. Conclusions: Although FD continues to evolve in response to the dynamic HPE landscape, this growth needs to be accelerated. To facilitate meaningful collaboration across professions, contexts, and countries, attention must be paid to terms used and meanings ascribed to them. Those responsible for FD need to think anew about its purpose and practice, demonstrating flexibility as the ever-changing context demands. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Aug2025, Vol. 47 Issue 8, p1304-1325. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education+workshops%22">Adult education workshops</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink>
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  Data: Background: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education. Methodology: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised using descriptive statistics and qualitative data synthesised using content analysis. Results: Faculty development was the most frequently used term encompassing a range of understandings and practices. Many papers focused on educators' enhanced understanding of teaching, learning, and assessment. Several highlighted the social context of collaborative practice and organisational learning. FD formats included workshops, courses, longitudinal programs, and coaching and mentoring. Dominant conceptual frameworks included Kirkpatrick's model of evaluation, communities of practice theory, adult learning theory, and experiential learning. Conclusions: Although FD continues to evolve in response to the dynamic HPE landscape, this growth needs to be accelerated. To facilitate meaningful collaboration across professions, contexts, and countries, attention must be paid to terms used and meanings ascribed to them. Those responsible for FD need to think anew about its purpose and practice, demonstrating flexibility as the ever-changing context demands. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2024.2429612
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