PURPOSE Academic health centers bring together clinical faculty from multiple generations, each contributing distinct experiences, communication styles, and approaches to teaching. Yet, intergenerational professionalism is seldom addressed explicitly in faculty development despite its potential to strengthen faculty capacity to create inclusive and adaptive learning environments. This study evaluated the feasibility and immediate educational outcomes of a brief faculty development intervention within an academic health center undergoing institutional integration. METHODS A 25-minute faculty development session was incorporated into a regularly scheduled monthly meeting for clinical faculty. Participants completed an anonymous post-session questionnaire including two Likert scale items evaluating relevance to professional practice and presentation quality, a two-item multiple-choice knowledge assessment, and an open-ended question. Quantitative data were analyzed using descriptive statistics, considering gender and generation. Qualitative comments underwent thematic analysis. RESULTS A total of 159 clinical faculty members representing four generations participated. The session received high ratings for relevance to professional practice (mean = 4.81/5) and presentation quality (mean = 4.89/5), with consistently positive evaluations across all generational cohorts. Ratings were similarly high across gender groups, although women reported slightly higher scores for relevance to professional practice (4.90 vs. 4.75) and presentation quality (4.94 vs. 4.86). Post-session knowledge assessment demonstrated high performance, with 95.6% and 90.6% of participants correctly answering the knowledge questions. Qualitative analysis identified three themes: applicability to clinical teaching and practice, appreciation of intergenerational diversity as a professional asset, and interest in expanding this type of faculty development. CONCLUSIONS A brief, workplace-integrated faculty development intervention was a feasible and well-received strategy for introducing intergenerational professionalism among clinical faculty. High engagement and strong immediate learning outcomes across gender and generational groups suggest that concise educational interventions can strengthen faculty readiness to foster inclusive and adaptive learning environments. Future research should examine whether these gains translate into changes in educational culture.