Abstract
Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.