Key points are not available for this paper at this time.
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: 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.
Schalkwyk et al. (Sun,) studied this question.