Original Publication
Open Access

Faculty Development EXPRESS: Tools for Time-Challenged Faculty

Published: January 19, 2015 | 10.15766/mep_2374-8265.10008

Included in this publication:

  • Instructor's Guide.docx
  • FD EXPRESS Assessment and Evaluation.docx
  • FD EXPRESS Clinial Teaching.docx
  • FD EXPRESS Evidence-Based Medicine.docx
  • FD EXPRESS Fatigue.docx
  • FD EXPRESS Feedback.docx
  • FD EXPRESS Interviewing for Residency.docx
  • FD EXPRESS Milestones.docx
  • FD EXPRESS Next Accreditation System.docx
  • FD EXPRESS Prinicples of Adult Learning.docx
  • FD EXPRESS Problem Trainee.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


Faculty Development EXPRESS is intended to provide on-demand, convenient information to clinical faculty to enhance their skills as teachers. These tools are intended to promote clinical faculty development in their educational roles. The product was developed in response to requests from residency program directors and core faculty members whose clinical obligations make it difficult to attend scheduled faculty development sessions. Faculty Development EXPRESS is a packet of two-page documents describing 10 important education topics, presented in an easy-to-read, clear format. Each document describes an important educational topic and includes critical information about the subject. They can be distributed electronically or in print. Each document includes key points, practical tips, a list of resources and references, and suggestions for implementation. These documents can be used to supplement face-to-face lectures, conferences, or workshops or for independent review and study by faculty. This is one method to address the ACGME’s requirement that core faculty receive development for their teaching roles. The Faculty Development EXPRESS documents have been used as a supplement to a more thorough in-depth presentation/discussion. Challenges may include keeping the documents updated, ensuring faculty review them when distributed, and not allowing the EXPRESS documents to substitute for all other forms of faculty development. In the brief time that these have been utilized, feedback has been very positive. Many GME programs have shared that they are using them and sharing with core faculty. Others have asked for additional topics to be added. They have commented that they appreciate that the documents are brief and practical. We have not collected formal feedback on their use or utility but plan to do so at some point. Ideally, an evaluation would include a number of Kirkpatrick’s levels of evaluation, at least satisfaction, enhanced knowledge, or change in behavior. Despite no formal evaluation, the fact that faculty across the institution now reference the documents and have asked that other content be included leads us to believe they have met the intended goal and have been successful.

Educational Objectives

By the end of this module, the learner will be able to:

  1. Understand key faculty development concepts and important medical education content.
  2. Provide faculty development in a convenient, concise manner.

Author Information

  • Catherine Kuhn, MD: Duke University School of Medicine
  • Saumil Chudgar: Duke University School of Medicine
  • Deborah Engle: Duke University School of Medicine
  • Megan von Isenburg: Duke University School of Medicine
  • Shari Whicker, EdD, MEd: Virginia Tech Carilion School of Medicine
  • Kathryn Andolsek, MD, MPH: Duke University School of Medicine
  • Alisa Nagler, MA, JD, EdD: Duke University School of Medicine



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Prior Scholarly Dissemination

IRB/Human Subjects


Kuhn C, Chudgar S, Engle D, et al. Faculty development EXPRESS: tools for time-challenged faculty. MedEdPORTAL. 2015;11:10008. https://doi.org/10.15766/mep_2374-8265.10008