• Donna M Windish, Aysegul Gozu, Eric B Bass, Patricia A Thomas, Stephen D Sisson, Donna M Howard, and David E Kern.
• Department of Internal Medicine, Yale University School of Medicine, New Haven, CT, USA. donna.windish@yale.edu
• J Gen Intern Med. 2007 May 1; 22 (5): 655661655-61.

BackgroundDespite increased demand for new curricula in medical education, most academic medical centers have few faculty with training in curriculum development.ObjectiveTo describe and evaluate a longitudinal mentored faculty development program in curriculum development.DesignA 10-month curriculum development program operating one half-day per week of each academic year from 1987 through 2003. The program was designed to provide participants with the knowledge, attitudes, skills, and experience to design, implement, evaluate, and disseminate curricula in medical education using a 6-step model.ParticipantsOne-hundred thirty-eight faculty and fellows from Johns Hopkins and other institutions and 63 matched nonparticipants.MeasurementsPre- and post-surveys from participants and nonparticipants assessed skills in curriculum development, implementation, and evaluation, as well as enjoyment in curriculum development and evaluation. Participants rated program quality, educational methods, and facilitation in a post-program survey.ResultsSixty-four curricula were produced addressing gaps in undergraduate, graduate, or postgraduate medical education. At least 54 curricula (84%) were implemented. Participant self-reported skills in curricular development, implementation, and evaluation improved from baseline (p < .0001), whereas no improvement occurred in the comparison group. In multivariable analyses, participants rated their skills and enjoyment at the end of the program significantly higher than nonparticipants (all p < .05). Eighty percent of participants felt that they would use the 6-step model again, and 80% would recommend the program highly to others.ConclusionsThis model for training in curriculum development has long-term sustainability and is associated with participant satisfaction, improvement in self-rated skills, and implementation of curricula on important topics.

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