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Teaching Scholars Programs: Faculty Development for Educators in the Health Professions

Received May 19, 2006; revised November 8, 2006; accepted March 22, 2006. Dr. Fidler, Dr. Khakoo, and Ms. Miller are affiliated with the Teaching Scholars Program, West Virginia University Health Sciences Center. Address correspondence to Dr. Fidler, PO Box 9170, Morgantown, WV 26505; dfidler{at}hsc.wvu.edu (e-mail).

OBJECTIVE: This article 1) provides an overview of formal Health Sciences Teaching Scholars Programs as presented in medical education literature and 2) presents information about an innovative multidiscipline Teaching Scholars Program. METHOD: Health Sciences Teaching Scholars Programs and similar programs were reviewed in the medical education literature to identify similar and dissimilar characteristics. The WVU Teaching Scholars Program highlighted in this article is presented with a discussion of goals, objectives, target audiences, course length, session frequency, program topics, learning methods, and assessments of the programs. A summary of the WVU Teaching Scholars Program and two Teaching Scholars Programs at McGill University and the University of Toronto were presented at the Association for American Medical Colleges (AAMC) annual meeting in 2006 for input from the general medical education audience. RESULTS: Comparisons of Health Sciences Teaching Scholars Programs reveal that successful programs are uniquely shaped by their educational environments. Scholars report that they value learning new teaching methods and improving their educational careers. CONCLUSION: Teaching Scholars Programs are valuable for the development of enhancing both teaching and scholarship in Health Sciences Programs and must adapt to the uniqueness of their respective educational environments and must continue to nurture scholars beyond graduation.

Key Words: Education • Academic Psychiatry

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