Systematic review reveals positive behavioral changes from faculty development in medical educators, indicating key instructional features drive program success.
Faculty development activities appear highly valued by participants, who also report changes in learning and behavior. Notwithstanding the methodological limitations in the literature, certain program characteristics appear to be consistently associated with effectiveness. Further research to explore these associations and document outcomes, at the individual and organizational level, is required.
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Steinert et al. (2006) studied this question.
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