Faculty development using a virtual community of practice: Three‐year outcomes of the Academic Life in Emergency Medicine Faculty Incubator program

Abstract

Introduction The Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program is a longitudinal, one-year, virtual faculty development program for early- and mid-career faculty members that crosses specialties and institutions. This study sought to evaluate the outcomes among three years of participants. Methods This cross-sectional survey study evaluated post-course and one-year outcomes from three graduated classes of the ALiEM Faculty Incubator program. The program evaluation survey was designed to collect outcomes across multiple Kirkpatrick levels using pre/post-surveys and tracking of abstracts, publications, speaking opportunities, new leadership positions, and new curricula. Results Over three years, 89 clinician educators participated in the program. Of those, 59 (66%) completed the initial survey and 33 (37%) completed the one-year survey. Participants reported a significant increase in knowledge (4.1/9.0 vs 7.0/9.0). The number of abstracts, publications, and invited presentations significantly increased after course completion and continued post-course. 37/59 (62.7%) developed a new curriculum during the course and 19/33 (57.6%) developed another new curriculum after the course. 29/59 (49.2%) began a new leadership position upon course completion with 15/33 (45.5%) beginning another new leadership position one year later. Discussion The ALiEM Faculty Incubator program demonstrated an increase in perceived knowledge and documented academic productivity among early- and mid-career medical educators.