Background
As medical education shifts toward competency-based learning and
outcome-driven curricula, faculty must navigate evolving expectations for
teaching, mentoring, assessment, and leadership. Despite their central role
in training future health professionals, medical educators often face
ambiguity regarding career advancement through teaching. Promotion criteria
in academic institutions are frequently research-focused, leaving faculty unclear
about how to document and demonstrate teaching excellence, educational
innovation, or academic service. This gap can hinder motivation, professional
identity, and faculty retention. This study aims to address the systematic
faculty development activities at Avalon University School of Medicine in the
Caribbean.
Methods
We selected approximately 20 medical educators who have been involved in
the preclinical phase for over 10 years. They participated in various faculty
development activities, including teaching, designing assessments, delivering
effective feedback, and educational research methodologies. Faculty members
reflected on and practiced these practices in their teaching methods and
assessment strategies. Faculty were encouraged to apply for various
fellowships, including IAMSE, AMEE, Advance Higher Education in the UK, and
the Academy of Medical Educators (AoME).
Results
Four faculty members completed the IAMSE fellowship. One received the
fellowship from AMEE, and another received an associate fellowship. One
received the fellowship from Advance Higher Education, and another received a
principal fellowship. A total of eight faculty received the fellowship of
AoME (FAcadMEd). The domains or professional standards used for awarding the
fellowship of AoME include designing and planning learning, teaching, and
facilitating learning, assessment of learning, educational scholarship and
evidence-based practice, and educational management and leadership, which are
direct reflections of our faculty development activities. Beyond fellowship
attainment, participants reported increased confidence in teaching and
assessment practices.
Conclusions
Educational institutions should be prepared to invest resources in faculty
development activities, and Faculty Development activities based on faculty
needs assessments are a key factor in faculty development.