Faculty development for implementation of an EPA-based program

Faculty development, trainee orientation and stakeholder engagement are essential elements of change management in the implementation of EPAs. An effective strategy addresses stakeholder needs over the various stages of planning, piloting, and implementation of EPAs. It encompasses faculty and all other stakeholders, i.e., clinical supervisors and assessors, non-workplace-based teaching faculty, coaches or advisers for trainees’ portfolios, members of clinical competence committees, administrators, program directors and other leaders. Best practices involve engaging with stakeholders as essential partners working toward a shared vision, building a sense of a community of practice, planning a range of activities in a continuous, dynamic, and enabling process, and including trainee development alongside faculty development.

This chapter introduces evolving conceptions of faculty development and identifies key principles and strategies to guide the design of an effective plan. A range of approaches is outlined from passive to active, with various modes of delivery including face-to-face and hybrid and self-directed learning. Factors to consider are discussed and the significance of context is acknowledged. The importance of resourcing faculty and other stakeholders and the need to make a business case supported by ongoing evaluation are highlighted. Three examples of strategies in practice illustrate some key ideas. An analysis of the specific needs of different stakeholder groups, with potential approaches and a directory of accessible digital resources to support faculty development, trainee orientation, and engagement with other stakeholders, is also provided.