Our Faculty Development Program is designed to provide comprehensive support and resources for Department of Medicine faculty at all levels of their careers.
Based on a formal needs assessment survey, our program is designed to be is relevant, sustainable, and accessible, providing true value to all DOM faculty. We also incorporate best practices from peer institutions and scholarly publications to ensure our program meets the highest standards of faculty development.
Faculty Development Curriculum Structure
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Seminar sessions — we offer 1 hour monthly seminar sessions covering a wide range of topics including education, research, clinical skills, leadership, mentorship, promotion, and scholarship. These sessions are open to all faculty with an interest in expanding their skills and knowledge.
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Cohort sessions — we've created cohort experiences in several areas, such as Leadership DOM (LDOM) and Teach DOM (TDOM). These longitudinal sessions will delve into specific topics over several months, ensuring a deep understanding and fostering a community of learning among participants.
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Leadership development for DOM leaders — this advanced program provides faculty development for those in leadership positions. It provides personalized one-on-one coaching and assessment to develop effective, thoughtful faculty leadership.
COHORT Sessions: TEACH DOM
TEACH DOM is a longitudinal curriculum designed to enhance teaching skills for early career clinician educators. The curriculum will be delivered in a series of small group seminars from February to May 2026. The focus is on small group teaching, but some aspects will also apply to didactic teaching.
Target Audience: Early career clinician educators (Assistant Professors) involved in inpatient and/or outpatient teaching with learners, including fellows, residents, medical students, and allied health professionals.
Program Goal: Enhance teaching skills in small group clinical settings (clinic/hospital).
Program Objectives: (specifically, the seminars are designed to): Enhance participants' versatility as teachers; enhance their ability to analyze clinical teaching using an educational framework; provide a forum for collegial exchange about teaching challenges and best practices
Format: Small group (8 participants)
Timing: 8 sessions held on Thursdays, 1-3 p.m. (February to May 2026)