MEETING THE FACULTY-DEVELOPMENT NEEDS OF GENERALIST PHYSICIANS IN ACADEMIA

Development of the academic environments of generalist faculty members is essential if they are to develop the skills to become leaders in m edical education and primary care research and effective role models f or their students. We conducted a needs assessment that included two-t hirds of the generalist faculty members in family medicine, internal m edicine, and pediatrics at the University of Texas Medical Branch, Gal veston, Texas. The assessment was based on open-ended discussions in s mall focus groups and on responses to an informal checklist of 24 pote ntial faculty development goals. The participants identified three glo bal needs requiring significant change: (1) better understanding of an d rewards for their academic activities, (2) better networking with ea ch other and with nongeneralists, and (3) more control over their time and responsibilities. Individual needs for academic development were diverse but emphasized teaching and career-building skills. Meeting th e individual needs of generalist academicians depends on addressing en vironmental obstacles to their academic development. We recommend buil ding project-oriented teams that collectively develop skills in strate gic planning and project management, political negotiation and public relations, and creative use of institutional support systems. Individu al faculty development can then be linked to the development of high-p riority group projects that stimulate learning and allow opportunities to practice new skills.