# Practical Guidelines for Implementing Longitudinal Faculty Development Programs

## TL;DR

This paper provides practical guidelines for creating and maintaining long-term faculty development programs in health professions education.

## Contribution

The paper introduces a structured approach to implementing longitudinal faculty development programs based on best evidence and adult learning theory.

## Key findings

- Longitudinal programs are more effective than one-time workshops for faculty development.
- Successful programs require sustained engagement and reflection.
- Theoretical frameworks and practical experience support the proposed guidelines.

## Abstract

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Health professions faculty are often required to teach and participate in research efforts, although many have not undergone prescribed training in these areas. As a result, faculty development programs at medical schools and teaching hospitals typically offer single workshops or lectures formally addressing these subjects. Since longitudinal faculty development programs are known to be superior in fostering reflection and self-directed learning, these practical guidelines are provided for how to successfully implement such a program and sustain enrollment of participants over time. These guidelines are based on best evidence of faculty development models, personal experience of the author and grounded in theoretical frameworks about adult learning.