Junior Faculty Development Program
Junior faculty are an essential resource for an academic institution. If the institution is to grow and flourish, these individuals must be nurtured, mentored, and retained. Junior faculty are recruited with excellent training in research or clinical practice but they often lack the skills—beyond the ability to perform in the laboratory or the clinic—that are critical for a successful career in academic medicine. Furthermore, most junior faculty are expected to teach but many have little training in designing and delivering an educational program. The Junior Faculty Development Program (JFDP) is designed to address these needs of junior faculty and provide a foundation for their success.
The JFDP was first developed and implemented at Penn State College of Medicine in 2003. It was established at UMMS in 2010 under the sponsorship of the OFA. The program continues at Penn State and similar programs have since been established at Albany Medical Center and the University of Virginia. It is considered a national model for the development of junior faculty in academic medicine.
The goals of the JFDP are to
- promote the development and advancement of faculty through a program targeted to and tailored to the specific needs of junior faculty
- nurture and cultivate junior faculty to become the next generation of academic leaders
- support the retention of native faculty talent through opportunities and support to continuously build and expand professional skills
The JFDP is an intensive, year-long faculty development program that consists of two components:
- A comprehensive curriculum in topics on research, education, and academic/career development.
Download the 2018–19 JFDP curriculum as a representative example.
- A project conducted under the guidance of a senior faculty mentor. The individual project is identified by the participant, approved by their chair, and completed with the assistance of a senior faculty mentor.
Each yearly program at UMMS consists of a cohort of 20–25 participants, typically Assistant Professors within 1–3 years of their first faculty appointment. Program participants are selected through an application process, which includes a description of their proposed project. Each participant is matched with a mentor identified by the participant with the help of the program faculty and based on their needs for guidance on their project.
To complete the program, participants have to attend at least 80% of the class sessions, participate in teaching workshops, and present progress on their project at the end of the program. A Graduation Ceremony is held each year to recognize the graduates for completing the program and the mentors for their service. Participation in the JFDP is approved for CME Credit.*
Applications are closed for the 2019–20 class
If you are interested in the program for future years please contact the OFA at firstname.lastname@example.org
A total of 198 junior faculty completed the JFDP in the nine classes held between 2010–19. Over 130 senior faculty served as mentors, many more than once.
Download a list of JFDP graduates, projects and mentors.
Download a list of mentors and projects.
JFDP participants at UMMS have a substantial record of achievements since completing the program, including:
- over 500 publications
- $35M in grant funding obtained by 33 graduates (2010–16)
- a higher rate of retention at UMMS: 80% of JFDP graduates (2010–17) have remained at UMMS compared to 55% of all Assistant Professors for the same years
- a higher rate of promotion: 65% of graduates in the first two classes (2010–12) have been promoted to Associate Professor compared to 30% for all Assistant Professors for the same years
- appointment to leadership positions, including Department Chair, Division Chief, and Residency Director
Based on this evidence, the JFDP has achieved all the goals set for the program at its original foundation.
Empowering Junior Faculty: Penn State’s Faculty Development and Mentoring Program.
Thorndyke LT, Gusic ME, George JH, Quillen DA & Milner RJ. Academic Medicine 81: 668–73 (2006). PubMed Link
Functional Mentoring: A Practical Approach with Multilevel Outcomes.
Thorndyke LT, Gusic ME & Milner RJ. Journal of Continuing Education in the Health Professions 28: 157–64 (2008). PubMed Link
The Essential Value of Projects in Faculty Development.
Gusic ME, Milner RJ, Tisdell EJ, Taylor EW, Quillen DA and Thorndyke LT. Academic Medicine 85: 1484–91 (2010). PubMed Link
*CME Accreditation Statement
The University of Massachusetts Medical School is accredited by the ACCME to provide continuing medical education for physicians.
CME Credit Statement
The University of Massachusetts Medical School designates this live activity for a maximum of 2 AMA PRA Category 1 Credits(s) ™ for each 2 hour program session. Physicians should claim only credit commensurate with the extent of their participation in the activity.
Nursing Accreditation – Each 2 hour program session of this offering meets the requirements for 2.4 contact hours for nurses as specified by the Massachusetts Board of Registration in nursing (244-CMR 5.04). Each nurse should claim only those hours of credit that he/she actually spent in the educational activity.