Number
537
Name
Intentional Networking as an Educator Competency: Lessons from a Longitudinal Faculty Development Program
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Alana Newell, Baylor College of Medicine
Stacey Rose, Baylor College of Medicine
Presentation Topic(s)
Other
Description
PURPOSE
Faculty interactions in Health Professions Education (HPE) have several
benefits, including fostering professional identity, interprofessional
learning, identifying mentors and collaborators, and opportunities to engage
in communities of practice (CoPs). As educators face rapidly evolving
demands, the ability to adapt educational strategies and leverage networks of
educator peers is essential. Thus, faculty developers must move beyond content
delivery to intentionally cultivate networking skills needed for faculty to
build personal educator networks. In 2023, our longitudinal faculty
development program moved to a competency-based approach built on the ACGME
Clinician Educator Milestones, and developed our own milestone, Fostering
Educational Community, to support faculty in intentionally constructing a
network of educational peers relevant to their contexts.
METHODS
Annually, the 10-12 faculty members entering the two-year-long program rate
the effectiveness of program components in supporting each competency, and
retrospectively self-assess on competencies (Novice=1 to Expert=5) on the
graduation evaluation. Qualitative feedback related to the most and least
effective components of the program is also requested on the evaluation.
RESULTS
While feedback on individual activities’ effectiveness varied, all seven
evaluation respondents from the initial competency-based cohort reported
increases in abilities to build, maintain, and activate personal,
institutional, and external educational networks (preM= 2.67, N=3;
postM=4.00, N=6). Six participants highlighted tangible outcomes of the
approach in qualitative feedback, including new collaborations and roles in
national and international organizations.
CONCLUSIONS
Although data collection from the first cohort is still ongoing, early
findings suggest there is value in embedding intentional networking
approaches within faculty development. Results further suggest that flexible,
customizable opportunities are critical to meet varied faculty needs.
Faculty interactions in Health Professions Education (HPE) have several
benefits, including fostering professional identity, interprofessional
learning, identifying mentors and collaborators, and opportunities to engage
in communities of practice (CoPs). As educators face rapidly evolving
demands, the ability to adapt educational strategies and leverage networks of
educator peers is essential. Thus, faculty developers must move beyond content
delivery to intentionally cultivate networking skills needed for faculty to
build personal educator networks. In 2023, our longitudinal faculty
development program moved to a competency-based approach built on the ACGME
Clinician Educator Milestones, and developed our own milestone, Fostering
Educational Community, to support faculty in intentionally constructing a
network of educational peers relevant to their contexts.
METHODS
Annually, the 10-12 faculty members entering the two-year-long program rate
the effectiveness of program components in supporting each competency, and
retrospectively self-assess on competencies (Novice=1 to Expert=5) on the
graduation evaluation. Qualitative feedback related to the most and least
effective components of the program is also requested on the evaluation.
RESULTS
While feedback on individual activities’ effectiveness varied, all seven
evaluation respondents from the initial competency-based cohort reported
increases in abilities to build, maintain, and activate personal,
institutional, and external educational networks (preM= 2.67, N=3;
postM=4.00, N=6). Six participants highlighted tangible outcomes of the
approach in qualitative feedback, including new collaborations and roles in
national and international organizations.
CONCLUSIONS
Although data collection from the first cohort is still ongoing, early
findings suggest there is value in embedding intentional networking
approaches within faculty development. Results further suggest that flexible,
customizable opportunities are critical to meet varied faculty needs.