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Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.
Source: Academic Medicine Blog - Category: Universities & Medical Training Authors: Tags: Featured Issue Preview communication skills faculty development medical education medical student wellness residency match social media Source Type: blogs