The surgeon as educator: fundamentals of faculty training in surgical specialties

Nuzhath Khan, Mohammed S Khan, Prokar Dasgupta, Kamran Ahmed*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)


OBJECTIVE: To explore faculty training in the field of surgical specialities with a focus on the educational aspect of faculty training. Teaching is an important commitment for academic surgeons alongside duties of patient care, research and continuing professional development. Educating surgical faculty in the skills of teaching is becoming increasingly important and the realisation that clinical expertise does not necessarily translate to teaching expertise has led to the notion that faculty members require formal training in teaching methods and educational theory to teach effectively. The aim of faculty training or development is to increase knowledge and skills in teaching, research and administration of faculty members.

MATERIALS AND METHODS: A range of resources, e.g. journal articles, books and online literature was reviewed to investigate faculty development programmes in surgery. Various issues were addressed, e.g. the need for faculty development, evaluating the various types of training programmes and their outcomes, and exploring barriers to faculty training. Recommendations were provided based on the findings.

RESULTS: There is increased recognition that faculty members require basic training in educational theory and teaching skills to teach effectively. Most faculty training programmes are workshops and short courses, which use participant satisfaction as an outcome measure. However, there is growing consensus that longer term interventions, e.g. seminar series, longitudinal programmes and fellowships, produce more sustainable change in learning, behaviour and organisational culture. Barriers to faculty development include lack of protected time, reward and recognition for teaching.

CONCLUSION: Recommendations are made including better documentation of faculty training interventions within surgery, further investigation into the effectiveness of long- vs short-term interventions, improved methodology, and increased recognition and reward for educational accomplishments.

Original languageEnglish
Pages (from-to)171-178
Number of pages8
JournalBJU International
Issue number1
Publication statusPublished - Jan 2013


  • Clinical Competence/standards
  • Education, Medical/methods
  • Faculty, Medical
  • General Surgery/education
  • Professional Role
  • Program Development/methods
  • Program Evaluation
  • Teaching/methods


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