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Faculty Development

Academic Success

Faculty Development

In partnership with the Office of Faculty Affairs at the ZSOM, we support our faculty, both as individuals and as members of ZSOM and Northwell Health academic departments, to ensure maximum satisfaction in their roles as educators. Most of our faculty development programs focus on supporting and enhancing faculty knowledge and skills specific to health professions education. Specifically, our professional development programs offer education in the areas of curriculum development, teaching and learning, assessment, leadership, and research and scholarship. Programs offer assistance with a range of skills and activities to support the pillars of health professions education. In addition we offer programs that support career planning/mentoring, grant writing, presentation skills, scholarship/publishing, and address skills needed to be successful in diverse education settings across ZSOM and Northwell Health.

Mayo Clinic - Published Article 

Toward the Quadruple Aim: Impact of a Humanistic Mentoring Program to Reduce Burnout and Foster Resilience

Authors: Andrew W. Menzin, MD, MBA; Myriam Kline, PhD; Cicy George, MS; Jaclyn Schindler, MPH, FNP; Andrew C. Yacht, MD; and Alice Fornari, EdD, RDN

Objective: To assess the effect of a faculty development program (Mentoring and Professionalism in Training [MAP-IT]) that fosters humanism in medicine on elements of burnout and the development of resilience.

Participants and Methods: The cohort of participants was drawn from a cross-section of disciplines and represented a diverse group of health professionals, including physicians, nurses, physician assistants, pharmacists, psychologists, social workers, and chaplains. The 106 participants were divided into 12 groups, each of which was facilitated by two or three leaders. Each group completed the MAP-IT curriculum from October 1, 2017, through July 31, 2018. All participants and leaders completed the Connor-Davidson Resilience Scale and the Maslach Burnout Inventory (assessing emotional exhaustion, depersonalization, and personal accomplishment) before and after completion of the program.

Results: The participants’ scores for emotional exhaustion and depersonalization remained unchanged following the completion of the MAP-IT curriculum. However, their scores for personal accomplishment and resilience increased significantly and approximated those of the leaders.

Conclusion: The MAP-IT program has shown effectiveness both in fostering resilience and a sense of personal accomplishment. The time is ripe for institutional programming to create and foster the personal tools needed to prevent burnout and its sequelae.


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