Introduction: This is a single-site feasibility project where a new, 3-year medical school was created. To respond to emergent teaching preparedness and leadership readiness in new administrative roles, an educational series taught by clinical faculty and staff was offered at noontime.
Methods: The series focused on administrative skills, teaching techniques, and student success. The curricular strategies employed were the menu approach for educational offerings and spiral sequencing of curricula. Faculty teaching preparedness and leadership readiness were measured by an electronic questionnaire devised by the author and contributors of this article. Descriptive statistics were conducted for outcomes.
Results: Findings indicate noontime education using a menu approach of listed offerings and curricular themes spiraled was a feasible faculty development method for teaching preparedness and leadership readiness for new administrative roles. Specifically, faculty reported increased use of active learning strategies after attending the noontime educational series.
Conclusions: Next steps include longitudinal follow-up with our faculty participants to measure retention and sustainability of our findings, as well as additional instructional strategies that we could incorporate into future educational sessions.