• David Dunstone.
• Dept. of Psychiatry, Michigan State University/Kalamazoo Center for Medical Studies, Kalamazoo, MI 49048, USA. dunstone@kcms.msu.edu
• Acad Psychiatry. 2005 Jul 1; 29 (3): 262-6.

ObjectiveAmong psychiatric educators of medical students and residents are those who are referred to as volunteer faculty. Their unpaid status, limited time to devote to teaching, and isolation from most of the core faculty present us with the challenge of better integrating them with the team of educators. The author describes a faculty development demonstration project in a community-based medical education setting.MethodAttendance information and postworkshop surveys in 2001 and 2003 are presented as qualitative data.ResultsOn two occasions, one-half day conference with a visiting expert was offered to both core and voluntary faculty. Attendance was satisfactory, and comments of participants demonstrated a new appreciation and application of techniques for clinical teaching and evaluation.ConclusionsFaculty development workshops offered to voluntary and core faculty may encourage collaboration between groups, enhance teaching, and become a meaningful aspect of continuing education. Increased interaction with volunteers may lead educators to reframe the concept of faculty.

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