Faculty Development Program

Faculty Development Fellowship (FDF) in Emergency Medicine Programme Overview:

The purpose of the Faculty Development Fellowship (FDF) programme is to advance the academic careers of emergency medicine physicians (EP) who are currently practicing and teaching in academic institutions. This program is designed to build research, education and leadership capacity for the next generation of academic leaders in emergency medicine. 

The programme is designed to be a two year modular programme that is delivered through online and face to face sessions, facilitated mentoring and work related projects while allowing practicing faculty the ability to continue their current positions, with minimum disruption to their work patterns.

FDF will have three themes – Teaching, Research and Leadership. During this FDF, participants will be encouraged to pursue a sub-speciality interest topic such as critical care, toxicology, paediatrics, injury prevention, disaster management, medical education or ultrasound. This will allow the participant to develop a sub-speciality or niche interest by focusing the three core themes of teaching, research and leadership within their sub-speciality interest domain.

For example: A participant who is interested in developing domain expertise in Toxicology will focus all their course assignments related to the teaching, research and leadership in the field of Toxicology. This would mean that when they are asked to present lectures, complete a project or mentor a research project, they will selectively choose toxicology as their subject matter, produce the course assignments in toxicology and submit these for evaluation. This would allow the fellow to develop their core skill of teaching, research and leadership with a focus on Toxicology by the end of their FDF.

Programme Eligibility:

Physicians eligible for this faculty development program must fulfill the following criteria

  1. Have completed a 3 year emergency medicine training program.
  2. Be currently be in active clinical practice in emergency medicine.
  3. Be actively working as Faculty in any EM training program for at least 1 year.
  4. Must have support of the host institution.
  5. Be able to commit to a minimum of 8 hours per week to completing the course requirements.
  6. Must be able to travel locally in India to attend the contact sessions.
  7. Ideally will have two candidates from each participating centre to optimize the learning experience.

Programme Learning Objectives:

When fellows complete this program, they will be able to do the following:

1. Teaching

  • Describe key principles of adult learning theory
  • Demonstrate alignment of learning objectives with teaching strategies and learner assessment methods
  • Describe components of effective feedback and formative and summative learner assessment
  • Practice effective teaching in large and small groups, including simulation environments
  • Incorporate principles of evidence based medicine into teaching activities
  • Describe the appropriate use of electronic (online) facilitated learning

2. Research

  • Identify key elements of a well-designed research project
  • Demonstrate effective literature review strategies to support a research project
  • Describe descriptive and common quantitative analysis techniques in clinical or educational research.
  • Demonstrate how to design an effective research survey.
  • Prepare a manuscript for submission to a peer reviewed journal

3. Leadership

  • Describe approaches to leadership and leadership styles in academic medicine
  • Implement strategies to improve personal effectiveness as a leader
  • Implement strategies for effective performance of inter-disciplinary teams
  • Employ tools and techniques of change management as applied to a work related project in education, clinical quality improvement or patient safety.

Programme Structure:

  1. Online Education

There will be essential reading material, video lectures, discussion boards and other online education content that is curated for the FDF curriculum.

  1. Regular Video-Conferences

Regular video-conference discussions will be pre-arranged at a specified times in the year, typically on a bi­monthly basis. These will be facilitated by GWU core faculty. The topic will focus on one of the three core areas of Teaching, Research or Leadership. Preparation materials will be shared in advance of the conference


  1. Intensive in person sessions

There will be at least three 2-day weekend in-person intensive workshops over the course of 2 years by a group of visiting faculty at one of the sites hosting the FDF program. In addition, there will be a final in-person session during which participants will present their work and a graduation ceremony.

  1. Mentorship

Mentorship relationships will be established for each participant in the Faculty Development Fellowship program. Mentors will be intentionally selected from core GWU faculty members, and it will be expected that each participant-mentor dyad will meet bi-monthly in between the video-conferencing sessions to reflect on lessons from the facilitated group sessions, discuss project progress, and provide peer support.


Curriculum Modules:






Adult learning principles

Understanding and interpreting the literature

Leadership styles


Clinical teaching

Understanding different types of research studies

Leading teams


Simulation and small group teaching

How to write an academic paper

Human factors and patient safety


Digital Education


Leading change


Giving feedback, and fundamentals of learner assessment

Writing a grant / funding process

Leading your department


Designing and delivering effective didactics

Writing a multi-centre study research protocol

Leadership and Wellness









Optional Observership at George Washington University (GWU) USA

Interested individuals can spend up to 4 weeks at George Washington University (GWU) USA as an observer to further develop their interests. The details of the observership will be discussed and tailored to the individual’s personal development goals. This is an optional component and will need to be self-funded. While at GWU, the participants can further enhance their specialty concentration by working with GWU counterparts who work in the fellow’s area of interest (such as simulation based teaching, emergency medical services, health policy, ultrasound, etc.). Example activities during the observership could include: attending educational conferences, observing simulation teaching sessions, teaching a session to GW learners with feedback from GW faculty, clinical observership in the ED, poison center or other clinical venue, career advising sessions with GW faculty in focused areas, receiving individual feedback or guidance on one of the required learning projects.

Program Requirements/Learning Activities:


  • Participate in ongoing distance education sessions
  • Attend weekend conference focused on Advanced Teaching Strategies
  • Participate in bi-annual residency review committee meetings
  • Participate in annual exam proctoring
  • Teach at least twice at an institution other than your own
  • Complete a group project such as designing and delivering a short course
  • Design, deliver and evaluate at least one learning activity


  • Participate in ongoing distance education sessions
  • Attend weekend in person conference focused on Research Methodologies and Productivity
  • Submit at least one manuscript to peer reviewed journal
  • Mentor resident research projects and oversee ongoing multicentre studies locally Leadership
  • Participate in ongoing distance education sessions
  • Attend weekend in-person conference focused on Leadership in Healthcare
  • Design, implement and evaluate one work related project in the domain of quality improvement, patient safety or educational leadership such as new course or program

Assessment of participant learning:


  • Self assessment quizzes at the end of each online learning module
  • Formative assessment and direct feedback from faculty during the intensive 2 day sessions
  • Feedback from learners in the required learning activity
  • Formal faculty critique on the learning activity
  • Peer evaluation of teaching project


  • Number of learners/mentees
  • Number of abstracts and/or peer reviewed publications
  • Formal faculty critique on the research project


  • Complete reflection paper regarding application of strategies learned from didactic sessions
  • Completion of QA project
  • Formal faculty critique on clinical leadership project

Program Evaluation

  • Every six months feedback will be solicited from the participants on the effectiveness of the program.
  • There will be a final program evaluation by the participants.
  • Each participant will select a supervisor or senior colleague who will be asked to rate the participant on a variety of teaching, research and leadership competencies at the beginning and end of the program.
  • Participant accomplishments will be tracked such as successful QI projects, new learning activities delivered, grants received, publications, etc.
  • Participants will be surveyed one year after the program on accomplishments and career milestones.


Application Process:

  • Applicants must submit a CV, Letter of Interest, and at least one letter of recommendation or support. Ideally this letter will be from a supervisor or colleague in the Emergency Department.