ABSTRACT Aim To evaluate the educational outcomes of a nationwide faculty development initiative tailored to obstetrician‐gynecologists in Japan, addressing the gap in systematic faculty development implementation and assessment within the specialty. Methods This observational study evaluated three online faculty development seminars conducted by the Japan Society of Obstetrics and Gynecology between December 2023 and August 2024. Using Kirkpatrick's four‐level model, we assessed participant satisfaction (Level 1), self‐assessed knowledge gain (Level 2), and behavioral implementation in clinical practice (Level 3). Data were collected using post‐seminar and longitudinal follow‐up questionnaires. Results Level 1 (Reaction): Among the 195 participants, 85.1% completed the post‐seminar surveys, with satisfaction rates ranging from 87.9% to 93.0%. Level 2 (Learning): Self‐assessed knowledge scores significantly improved across all three seminars (e.g., Seminar 1: from 4.0 to 7.0 on a 9‐point scale, p < 0.05). Level 3 (Behavior): Among participants who attended multiple sessions, 74.1% reported implementing learned skills, such as feedback techniques and leadership strategies, with the majority noting positive educational outcomes. Conclusions Nationwide faculty development programs tailored to obstetrics and gynecology can enhance educational competence and promote behavioral change. Our findings highlight the feasibility and effectiveness of specialty‐specific faculty development and indicate the need for long‐term objective assessments to ensure a sustainable impact. These findings have significant implications for the field of obstetrics and gynecology, suggesting that targeted faculty development initiatives can play a crucial role in improving the quality of medical education and addressing workforce shortages.
Suemitsu et al. (Sun,) studied this question.