Literature Compendium

CONTEXT: Current trends in medical education reflect the changing health care environment. An increasingly large and diverse student population, a move to more distributed models of education, greater community involvement and an emphasis on social accountability, interprofessional education and student-centred approaches to learning necessitate new approaches to faculty development to help faculty members respond effectively to this rapidly changing landscape.

METHODS: Drawing upon the tenets of network theory and the broader organisational literature, we propose a 'fishhook' model of faculty development programme formation. The model is based on seven key factors which supported the successful formation of a centralised programme for faculty development that addressed many of the contemporary issues in medical education. These factors include: environmental readiness; commitment and vision of a mobiliser; recruitment of key stakeholders and leaders to committees; formation of a collaborative network structure; accumulation of networking capital; legitimacy, and flexibility.

DISCUSSION: Our aim in creating this model is to provide a guide for other medical schools to consider when developing similar programmes. The model can be adapted to reflect the local goals, settings and cultures of other medical education contexts.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20040057