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Introduction <p>Faculty development sessions aimed at equipping surgeons with relevant educator-related skills to maximize their efficiency and effectiveness are typically scheduled as add-ons, creating additional burden rather than integration.&#xa0;We investigate the specific teaching needs of academic surgery faculty to inform the development of customized, bite-sized faculty development interventions.</p> Methods <p>Four surgical divisions were recruited to participate in this initiative. Each faculty group received an introductory presentation outlining the approach, designed to secure buy-in and address questions.&#xa0;Faculty then completed a faculty development needs assessment regarding educator relevant topics, culture for teaching, and feedback environment scale all completed on a 1 (no need/strongly disagree) to 5 (high need/strongly agree) scale.</p> Results <p>Fifty-one of&#xa0;60 (85%)&#xa0;eligible faculty completed the pre-intervention survey. Across all divisions, the highest areas of reported need were assisting the struggling learner (3.92 ± 0.79), delivering feedback (3.83 ± 1.02), coaching (3.80 ± 0.82), debriefing a clinical encounter (3.68 ± 1.00), and integrating teaching responsibilities with clinical demands (3.56 ± 1.20). Responses to the feedback environment scale across all divisions were moderately high (3.75 ± 0.22). Responses to the items on the teaching culture did show differences across divisions (<i>p</i> &lt; 0.05). These data were used to inform the design of a year-long faculty development curriculum for each unit.</p> Discussion <p>These findings demonstrate meaningful variation in teaching culture across divisions within the same department, despite similar perceptions of feedback environment and development needs. This work provides an innovative model for those seeking to develop pragmatic faculty development solutions that can be interwoven into existing faculty spaces.</p>

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FacDev Sprinkles: development of tailored, bite-sized faculty development programs for surgeons

  • 期刊论文

  • 发表日期：

    2026年1月29日

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  • Aimee K. Gardner,
  • Daniel Wood,
  • Kristy Hawley,
  • Zachary Asher,
  • Nicole Christian,
  • Michael Cripps,
  • Granville Lloyd

摘要

Introduction

Faculty development sessions aimed at equipping surgeons with relevant educator-related skills to maximize their efficiency and effectiveness are typically scheduled as add-ons, creating additional burden rather than integration. We investigate the specific teaching needs of academic surgery faculty to inform the development of customized, bite-sized faculty development interventions.

Methods

Four surgical divisions were recruited to participate in this initiative. Each faculty group received an introductory presentation outlining the approach, designed to secure buy-in and address questions. Faculty then completed a faculty development needs assessment regarding educator relevant topics, culture for teaching, and feedback environment scale all completed on a 1 (no need/strongly disagree) to 5 (high need/strongly agree) scale.

Results

Fifty-one of 60 (85%) eligible faculty completed the pre-intervention survey. Across all divisions, the highest areas of reported need were assisting the struggling learner (3.92 ± 0.79), delivering feedback (3.83 ± 1.02), coaching (3.80 ± 0.82), debriefing a clinical encounter (3.68 ± 1.00), and integrating teaching responsibilities with clinical demands (3.56 ± 1.20). Responses to the feedback environment scale across all divisions were moderately high (3.75 ± 0.22). Responses to the items on the teaching culture did show differences across divisions (p < 0.05). These data were used to inform the design of a year-long faculty development curriculum for each unit.

Discussion

These findings demonstrate meaningful variation in teaching culture across divisions within the same department, despite similar perceptions of feedback environment and development needs. This work provides an innovative model for those seeking to develop pragmatic faculty development solutions that can be interwoven into existing faculty spaces.