The 21st century faculty member in the educational process–what should be on the horizon?

The 21st century faculty member in the educational process–what should be on the horizon?

Nora Lois Margaret

Academic medicine : journal of the Association of American Medical Colleges

2010

2010-09

One of Abraham Flexner's legacies was the concept of a professional faculty community responsible for teaching, scholarly work, and the creation and nurturing of the academic environment in medical schools. Dramatic shifts in society, health care, and educational practice have occurred over the century since Flexner's report, and these shifts have resulted in changes and challenges for medical school faculty. Fundamental principles that were articulated in Flexner's work remain relevant today: medicine is a profession, and as such is responsible for the education of the next generation of physicians; and the essential work of the medical school is the education of current and future generations of physicians. Medical schools must reconsider and restate the required characteristics and work of faculty members. Furthermore, we must develop a core faculty with primary responsibility for the educational program, the teaching of students, and the creation and nurturing of the academic environment. Enhancing the diversity of the faculty community, providing necessary faculty development, and further clarifying the forms of scholarly work in medicine are three ways that individual schools and national organizations can advance the educational mission through support of the faculty.

Canada; Education; Faculty; Forecasting; Guidelines as Topic; Medical/*standards; Medical/*standards/*trends; Organizations; United States

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S45–55

9

85