Stacey A Teruya, Shahrzad Bazargan-Hejazi, Mona Mojtahedzadeh, Megha Doshi, Katherine Russell, Darlene Parker-Kelly, Theodore C Friedman
Background/objective: To review, compare and synthesize current faculty development programs and components. Findings are expected to facilitate research that will increase the competency and competitiveness of less-established biomedical research faculty.
Methods: We reviewed the current literature on research faculty development programs, and report on their type, components, outcomes and limitations.
Results: Nineteen articles met inclusion criteria. There were no prospective studies; most were observational and all lacked a control group. Mentoring was the most successful program type, and guided and participatory learning the most successful enabling mechanism, in achieving stated program goals.
Conclusions: Our findings are limited by the small number of current studies, wide variation in implementation, study design, and populations, and the lack of uniform metrics. However, results suggest that future prospective, randomized studies should employ quantitative criteria, and examine individual, human factors that predict "success."
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