Purpose
Developing novice teaching faculty to meaningfully contribute to curriculum delivery and preparing them for future administrative and leadership roles can be achieved through seminars, training programs, and mentoring; however, this approach is often inconsistent and variable among academic units. We aimed to design a medical education certificate program that provides a standardized and context-specific approach to fulfilling professional development goals, while simultaneously addressing institutional needs for capacity building.

Methods
A dual-needs driven and iterative approach to curriculum design resulted in a program that focuses on the Medical Education context and research, with the goal of developing junior faculty members’ knowledge and practical skills as clinician educators and scholars. This program evolves in response to participant feedback, emerging trends, and institutional priorities. Sessions are taught by experienced faculty with extensive expertise in curriculum design, assessment, teaching and learning, technology innovation, and research. Participants actively engage in a variety of seminars, online activities, workshops, group interactions, and application sessions over a two-month period as they work towards developing an enhanced professional portfolio of their achievements, while developing their skills as clinician educators, instructional designers, educational administrators, and medical education researchers.

Results
Over 150 faculty with at least one year of medical education experience have participated in the program since it was first offered seven years ago. Participants have reported increased efficacy as educators and significant improvements in instruction. Outcomes have included providing a foundation and credit for master’s degree programs; innovative contribution to curriculum design, delivery, and research; and administrative appointments within the institution.

Conclusion
A dual-needs approach to curriculum design and an iterative approach curriculum to development has resulted in an effective medical education program serving the needs of the learner as well as the institution while responding to evolving trends in medical education.