Purpose: We report the twenty-year experience of the Academic Scholars and Leaders (ASL) Program founded in 1998, a national, longitudinal program of the Association of Professors of Obstetrics and Gynecology
Background: The medical education community recognizes a need for faculty development for clinician educators. Faculty development programs include a variety of content and teaching methods, are often longitudinal, and many include a scholarly project. While faculty rate these programs highly in the short term, long-term outcomes are rarely reported.
Methods: We conducted a cross-sectional survey of ASL program graduates from 1999 to 2017. Descriptive data were analyzed using STATA. Open-ended comments were categorized using content analysis. Publications of all ASL graduates were confirmed using PubMed and Google Scholar.
Results: 64% (260) of ASL graduates responded. Graduates have held many educational leadership roles, including residency program (63%) and clerkship (47%) leadership, vice chair in education (21%,) and dean’s office positions (13%). Seventy-one percent have been promoted since graduation. Seventy-six percent (197) listed meaningful ASL program impacts on skills: curriculum development (48%), direct teaching (38%), leadership (33%) and educational scholarship (27%). For all graduates (including non-responders), literature search confirmed that 17% published the ASL project and 44% published additional education papers.
Discussions: In our twenty-year experience, the APGO ASL program has trained an impressive group of faculty leaders and scholars. Graduates have experienced a remarkable degree of success, as measured by promotion, scholarship, and leadership.
Topics: CREOG & APGO Annual Meeting, ASL, 2020, Faculty, Practice-Based Learning & Improvement, CME, Faculty Development,
Jody Steinauer, MD, MAS, PhD; University of California, San Francisco; Nancy Hueppchen, MD, MSc; Frank Stritter, PhD; Kelly Toepper; Lee Learman, MD, PhD
