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Introduction: Although faculty development programs are widely implemented and evaluated, there is a need to move beyond short-term outcomes with a focus on local contexts. This study applied the New World Kirkpatrick Model to conduct a structured, theory-informed evaluation of a longitudinal certificate program for clinical faculty and senior trainees. Methods: The Healthcare Education Scholars Program, is an eight-month longitudinal certificate program at the University of Ottawa developed to address career advancement, professional identity, and educational leadership by offering clinical faculty and senior residents structured training in these topics. A retrospective survey was sent to 209 graduates (2009–2023). Quantitative data were descriptively analyzed, and open-ended responses were coded and mapped to the Kirkpatrick levels. Results: The response rate was 35%. Respondents reported high satisfaction with course organization and content (Level 1). Most respondents perceived gains in teaching skills and curriculum development (Level 2), with many applying these skills in educational roles and scholarship (Level 3). Career advancement, leadership roles, and enhanced professional identity were also reported (Level 4). Discussion: This theory-informed evaluation responds directly to calls for more rigorous, mechanism-oriented curriculum research by demonstrating how the New World Kirkpatrick Model can illuminate learning processes, behavior change, identity development, and career advancement within a longitudinal faculty development program. Future research should explore comparative outcomes and strategies to enhance inclusivity and improve scholarly productivity.
Wood et al. (Wed,) studied this question.