Building faculty community: fellowship in graduate medical education administration Journal Article


Authors: Edler, Alice A; Dohn, Ann; Davidson, Heather A; Grewal, Daisy; Behravesh, Bardia; Piro, Nancy
Article Title: Building faculty community: fellowship in graduate medical education administration
Alternate Title: Journal of graduate medical education
Journal Title: Journal of graduate medical education
Volume: 1
Issue: 1
ISSN: 1949-8349
Publisher: Unknown  
Date Published: 2009
Start Page: 146
End Page: 149
DOI/URL:
Notes: INTRODUCTION The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. BACKGROUND The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. INTERVENTION To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. RESULTS The first fellow was accepted during the 2008-2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program.
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