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From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education.

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Title: From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education.
Authors: Findyartini, Ardi1,2 (AUTHOR), Nirula, Latika3,4 (AUTHOR) latika.nirula@unityhealth.to, Mandache, Mădălina-Elena5 (AUTHOR), Caramori, Ugo6 (AUTHOR), Cilliers, Francois7,8 (AUTHOR), Cantillon, Peter9 (AUTHOR), Roebertsen, Herma10 (AUTHOR)
Source: Medical Teacher. Dec2025, Vol. 47 Issue 12, p1948-1960. 13p.
Subject Terms: *Medical education standards, *Diffusion of innovations, *Philosophy of education, *Diversity & inclusion policies, *Educational technology, *Goal (Psychology), *Teacher development, *Curriculum planning, Communities of practice, Evaluation of human services programs, Leadership, Organizational change, Quality assurance
Abstract: Faculty development initiatives have grown globally and have become a key part of the best practices in health professions and education institutions. Systematic activities to support the roles of teachers in teaching, education, research and scholarship, and leadership and management are subject for consistent and sustainable improvement and development in each institution. The individual and organizational impacts should be envisioned from the beginning and be aligned with the institutional visions and missions. This paper describes the ASPIRE faculty development criteria as a framework of 5 crucial elements for faculty development: (1) Clear goals, systematic curriculum development model and focus on improvement; (2) Inclusive and accessible learning opportunities creating a Community of Practice (CoP); (3) Resourcing, expertise and expansion of capacity; (4) Continuous and systematic evaluation and ongoing improvement; and (5) Promoting educational innovation and scholarship in faculty development. Descriptions of elements with examples to illustrate components are provided. [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.)
Database: Education Research Complete
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  Data: From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education.
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  Data: <searchLink fieldCode="AR" term="%22Findyartini%2C+Ardi%22">Findyartini, Ardi</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nirula%2C+Latika%22">Nirula, Latika</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<i> latika.nirula@unityhealth.to</i><br /><searchLink fieldCode="AR" term="%22Mandache%2C+Mădălina-Elena%22">Mandache, Mădălina-Elena</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Caramori%2C+Ugo%22">Caramori, Ugo</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cilliers%2C+Francois%22">Cilliers, Francois</searchLink><relatesTo>7,8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cantillon%2C+Peter%22">Cantillon, Peter</searchLink><relatesTo>9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Roebertsen%2C+Herma%22">Roebertsen, Herma</searchLink><relatesTo>10</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Dec2025, Vol. 47 Issue 12, p1948-1960. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Medical+education+standards%22">Medical education standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Diffusion+of+innovations%22">Diffusion of innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+change%22">Organizational change</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+assurance%22">Quality assurance</searchLink>
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  Data: Faculty development initiatives have grown globally and have become a key part of the best practices in health professions and education institutions. Systematic activities to support the roles of teachers in teaching, education, research and scholarship, and leadership and management are subject for consistent and sustainable improvement and development in each institution. The individual and organizational impacts should be envisioned from the beginning and be aligned with the institutional visions and missions. This paper describes the ASPIRE faculty development criteria as a framework of 5 crucial elements for faculty development: (1) Clear goals, systematic curriculum development model and focus on improvement; (2) Inclusive and accessible learning opportunities creating a Community of Practice (CoP); (3) Resourcing, expertise and expansion of capacity; (4) Continuous and systematic evaluation and ongoing improvement; and (5) Promoting educational innovation and scholarship in faculty development. Descriptions of elements with examples to illustrate components are provided. [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.2025.2507150
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1948
    Subjects:
      – SubjectFull: Medical education standards
        Type: general
      – SubjectFull: Diffusion of innovations
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Communities of practice
        Type: general
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Leadership
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      – SubjectFull: Organizational change
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      – SubjectFull: Quality assurance
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      – TitleFull: From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education.
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              Text: Dec2025
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