The Essential Role of Educator Development 10 Years of the ACC Emerging Faculty Program

Alex J. Auseon, Patrick T. O'Gara, Elizabeth Klodas, David Holmes, Marcia J. Jackson, Joseph S. Green, Marvin A. Konstam, Rick A. Nishimura

Research output: Contribution to journalReview article

4 Scopus citations

Abstract

The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and mentorship. A primary focus of the program is the biennial Teaching Skills Workshop, which has had 130 participants since its inception and is focused on the concepts of effective adult learning, curriculum design, and optimization of presentation skills. A survey of participants (80 respondents of 130 total participants) found that the majority stated that participation in the program had a large impact on their ability to apply instructional design principles (49%) and present in face-to-face settings (47%), and it had a moderately large to large positive impact on their personal careers. Thus, the Emerging Faculty program combines several elements of the College's strategic plan in a single program that provides member value to early career professionals and sustained benefit for the cardiovascular community and patients.

Original languageEnglish (US)
Pages (from-to)2177-2182
Number of pages6
JournalJournal of the American College of Cardiology
Volume67
Issue number18
DOIs
StatePublished - May 10 2016

Keywords

  • cardiology
  • education
  • fellowship
  • mentorship
  • teaching

ASJC Scopus subject areas

  • Cardiology and Cardiovascular Medicine

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    Auseon, A. J., O'Gara, P. T., Klodas, E., Holmes, D., Jackson, M. J., Green, J. S., Konstam, M. A., & Nishimura, R. A. (2016). The Essential Role of Educator Development 10 Years of the ACC Emerging Faculty Program. Journal of the American College of Cardiology, 67(18), 2177-2182. https://doi.org/10.1016/j.jacc.2016.02.052