Action learning enhances professional development of research supervisors: an Australian health science exemplar

A Review of Programs, Components and Outcomes in Biomedical Research Faculty Development

BACKGROUND/OBJECTIVE

To review, compare and synthesize current faculty development programs and components. Findings are expected to facilitate research that will increase the competency and competitiveness of less-established biomedical research faculty.

METHODS

We reviewed the current literature on research faculty development programs, and report on their type, components, outcomes and limitations.

RESULTS

Nineteen articles met inclusion criteria. There were no prospective studies; most were observational and all lacked a control group. Mentoring was the most successful program type, and guided and participatory learning the most successful enabling mechanism, in achieving stated program goals.

CONCLUSIONS

Our findings are limited by the small number of current studies, wide variation in implementation, study design, and populations, and the lack of uniform metrics. However, results suggest that future prospective, randomized studies should employ quantitative criteria, and examine individual, human factors that predict "success."