Purpose
On regional medical school campuses, faculty are often stretched thin juggling multiple administrative, teaching, and clinical responsibilities. These demands can negatively impact participation in faculty development. At the University of Kansas School of Medicine (KU), in 2024 we began integrating brief faculty development topics in routinely scheduled faculty meetings on our rural regional campus. A qualitative program evaluation was conducted in early 2025. In this lightening talk, I will describe the program, present themes from the program evaluation, and discuss next steps.

Methods
Faculty development topics were offered in 20-minute segments at four faculty meetings. Topics were selected based on needs and interests identified by the campus dean. Goals of the program were to:
1) Integrate faculty affairs personnel as a resource for campus faculty
2) Deliver brief but impactful faculty development sessions at regularly scheduled faculty meetings
3) Foster a sense of academic community among faculty
To evaluate the first year of the program, faculty were invited to participate in a brief (30 minutes or less) semi-structured interview. Nine faculty members attend the faculty meetings, and six were interviewed. Interviews were held in-person, recorded, and transcribed. Transcripts were coded using thematic analysis.

Results
Faculty unanimously appreciated integrating faculty development into their routine meetings. They enjoyed discussing teaching topics with their colleagues and noted that their conversations and group engagement improved over the year. Faculty tried new approaches and reflected more about different aspects of their teaching because of the meetings.

Conclusion
Integrating faculty development in faculty meetings was both popular and impactful for faculty. Program goals were met and exceeded, with all stakeholders eager to continue the program.