Name
On a Path to Flourishing: Group Learning and Connection for Faculty New
to Academic Medicine
Date & Time
Monday, June 8, 2026, 1:30 PM - 1:45 PM
Location Name
Walsh
Speakers
Authors
Lisa Leggio, Medical College of Georgia at Augusta University
Taylor Coleman, Medical College of Georgia at Augusta University
Lia Bruner, Medical College of Georgia at Augusta University Partnership Campus
Lara Stepleman, Medical College of Georgia at Augusta University
Presentation Topic(s)
Other
Description
PURPOSE: Faculty directly from training or private sectors often have
limited understanding of how to successfully thrive personally and
professionally in academic medicine. The New Faculty Forum is an 8-session
series piloted to provide community, collaboration, and improved
understanding of expectations for an academic medical career to address these
issues.
METHODS: The pilot ran January through March 2025 at a large multi-campus
public medical school. Faculty hired between July 2023 and October 2024 were
invited and department chairs were encouraged to promote the program and
allow time for participation. The program consisted of eight 90-minute
virtual sessions with 30 minutes of didactic material followed by group
discussion and coaching. Sessions were led by the Assistant Dean of Faculty
Affairs and Success with invited content experts. Topics included an overview
of academic medicine, annual performance evaluations, criteria for promotion,
negotiation, time management, mentorship, networking, and well-being. A
post-program survey quantitatively/qualitatively assessed pre-post knowledge
and satisfaction.
RESULTS: Twenty-three faculty (11 clinicians, 4 educators, 7 researchers,
and 1 administrator) from three campuses registered. Nineteen (82%) completed
at least one session and 6 (26%) completed 75% of the sessions. Each session
had 6 to 15 participants. Attendance by clinicians was limited (mean 1.6
sessions/clinician, 6.75 sessions/educator, 3 sessions/researcher). Post-program
survey response was 26% (5/19 participants). Satisfaction with structure and
content of the sessions was high (M = 4.80, SD = 0.45). Participants reported
the most significant growth in understanding the promotion and tenure process
because of participation. All would recommend the program. Feedback was used
to modify the curriculum for the following year.
CONCLUSIONS: The New Faculty Forum was a well-received program that can
create a supportive environment for new faculty to network and increase
knowledge and develop strategies to enhance well-being and success. Despite
initial high interest among clinicians, their participation was limited.
limited understanding of how to successfully thrive personally and
professionally in academic medicine. The New Faculty Forum is an 8-session
series piloted to provide community, collaboration, and improved
understanding of expectations for an academic medical career to address these
issues.
METHODS: The pilot ran January through March 2025 at a large multi-campus
public medical school. Faculty hired between July 2023 and October 2024 were
invited and department chairs were encouraged to promote the program and
allow time for participation. The program consisted of eight 90-minute
virtual sessions with 30 minutes of didactic material followed by group
discussion and coaching. Sessions were led by the Assistant Dean of Faculty
Affairs and Success with invited content experts. Topics included an overview
of academic medicine, annual performance evaluations, criteria for promotion,
negotiation, time management, mentorship, networking, and well-being. A
post-program survey quantitatively/qualitatively assessed pre-post knowledge
and satisfaction.
RESULTS: Twenty-three faculty (11 clinicians, 4 educators, 7 researchers,
and 1 administrator) from three campuses registered. Nineteen (82%) completed
at least one session and 6 (26%) completed 75% of the sessions. Each session
had 6 to 15 participants. Attendance by clinicians was limited (mean 1.6
sessions/clinician, 6.75 sessions/educator, 3 sessions/researcher). Post-program
survey response was 26% (5/19 participants). Satisfaction with structure and
content of the sessions was high (M = 4.80, SD = 0.45). Participants reported
the most significant growth in understanding the promotion and tenure process
because of participation. All would recommend the program. Feedback was used
to modify the curriculum for the following year.
CONCLUSIONS: The New Faculty Forum was a well-received program that can
create a supportive environment for new faculty to network and increase
knowledge and develop strategies to enhance well-being and success. Despite
initial high interest among clinicians, their participation was limited.