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A Pilot Study for Integrating Volunteers With Core Psychiatry Faculty

Received March 3, 2004; revised July 1, 2004; accepted December 27, 2004. Dr. Dunstone is with Michigan State University/Kalamazoo Center for Medical Studies, Department of Psychiatry, Kalamazoo, Michigan. Address correspondence to Dr. Dunstone, Michigan State University/Kalamazoo Center for Medical Studies, Dept. of Psychiatry, 1722 Shaver Rd., 3rd Floor, Kalamazoo, MI 49048; dunstone{at}kcms.msu.edu (E-mail). Copyright © 2005 Academic Psychiatry.

OBJECTIVE: Among psychiatric educators of medical students and residents are those who are referred to as volunteer faculty. Their unpaid status, limited time to devote to teaching, and isolation from most of the core faculty present us with the challenge of better integrating them with the team of educators. The author describes a faculty development demonstration project in a community-based medical education setting. METHOD: Attendance information and postworkshop surveys in 2001 and 2003 are presented as qualitative data. RESULTS: On two occasions, one-half day conference with a visiting expert was offered to both core and voluntary faculty. Attendance was satisfactory, and comments of participants demonstrated a new appreciation and application of techniques for clinical teaching and evaluation. CONCLUSIONS: Faculty development workshops offered to voluntary and core faculty may encourage collaboration between groups, enhance teaching, and become a meaningful aspect of continuing education. Increased interaction with volunteers may lead educators to reframe the concept of faculty.

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