Dr. Yvonne Steinert is a clinical psychologist and Professor of Family Medicine and Health Sciences Education at the Institute of Health Sciences Education in the Faculty of Medicine and Health Sciences at McGill University, Canada. She is the Richard and Sylvia Cruess Chair in Medical Education, the former director of the Centre for Medical Education and Institute of Health Sciences Education (2005-2020), and the founding Associate Dean for Faculty Development  at McGill (1993-2011). Dr. Steinert has engaged in medical education and faculty development for over 35 years and has been actively involved in the design and delivery of interprofessional faculty development programs and activities. She has written extensively on the topic of faculty development and is frequently invited to address health professionals and medical educators in diverse academic and scientific settings. The inaugural chair of the AMEE International Committee on Faculty Development (2017-2023), she has received awards for her work in this area, including the Order of Canada (in 2018) and the AAMC Award for Excellence in Medical Education (in 2022).

• Part I. Introduction.- 1. Faculty development: Core concepts and principles.- Part II. The Scope of Faculty Development.- 2. Faculty development for teaching improvement.- 3. Faculty development for leadership and management.- 4. Faculty development for research capacity building.- 5. Faculty development for academic and career development.- 6. Faculty development for organizational change.- III. Approaches to Faculty Development.- 7. Learning from experience: From workplace learning to communities of practice.- 8. Peer coaching and mentorship.- 9.Faculty development workshops, seminars and short courses.- 10. Fellowships, certification, and degree programs in faculty development.- 11. Faculty development online.- IV. Faculty Development and Practice.- 12. Teacher identity: A critical component of faculty development.- 13. Faculty development and reflective practice.- 14. Faculty development for curriculum change: Towards competency-based approaches to teaching and assessment.- 15.Faculty development for interprofessional education and practice.- 16. Faculty development for simulation-based education.- 17. Towards social justice: Implications for faculty development.- 18. Cross-cultural faculty development.- 19. Starting a faculty development program.- V. Research and Scholarship in Faculty Development.- 20. Faculty development research: The ‘state of the art’.- 21. Promoting scholarship in faculty development: Relevant research paradigms and methodologies.- VI. Conclusion.- 22. Faculty development: Future directions.

Dr. Yvonne Steinert is a clinical psychologist and Professor of Family Medicine and Health Sciences Education at the Institute of Health Sciences Education in the Faculty of Medicine and Health Sciences at McGill University, Canada. She is the Richard and Sylvia Cruess Chair in Medical Education, the former director of the Centre for Medical Education and Institute of Health Sciences Education (2005-2020), and the founding Associate Dean for Faculty Development  at McGill (1993-2011). Dr. Steinert has engaged in medical education and faculty development for over 35 years and has been actively involved in the design and delivery of interprofessional faculty development programs and activities. She has written extensively on the topic of faculty development and is frequently invited to address health professionals and medical educators in diverse academic and scientific settings. The inaugural chair of the AMEE International Committee on Faculty Development (2017-2023), she has received awards for her work in this area, including the Order of Canada (in 2018) and the AAMC Award for Excellence in Medical Education (in 2022).

• Part I. Introduction.- 1. Faculty development: Core concepts and principles.- Part II. The Scope of Faculty Development.- 2. Faculty development for teaching improvement.- 3. Faculty development for leadership and management.- 4. Faculty development for research capacity building.- 5. Faculty development for academic and career development.- 6. Faculty development for organizational change.- III. Approaches to Faculty Development.- 7. Learning from experience: From workplace learning to communities of practice.- 8. Peer coaching and mentorship.- 9.Faculty development workshops, seminars and short courses.- 10. Fellowships, certification, and degree programs in faculty development.- 11. Faculty development online.- IV. Faculty Development and Practice.- 12. Teacher identity: A critical component of faculty development.- 13. Faculty development and reflective practice.- 14. Faculty development for curriculum change: Towards competency-based approaches to teaching and assessment.- 15.Faculty development for interprofessional education and practice.- 16. Faculty development for simulation-based education.- 17. Towards social justice: Implications for faculty development.- 18. Cross-cultural faculty development.- 19. Starting a faculty development program.- V. Research and Scholarship in Faculty Development.- 20. Faculty development research: The ‘state of the art’.- 21. Promoting scholarship in faculty development: Relevant research paradigms and methodologies.- VI. Conclusion.- 22. Faculty development: Future directions.

Dr. Yvonne Steinert is a clinical psychologist and Professor of Family Medicine and Health Sciences Education at the Institute of Health Sciences Education in the Faculty of Medicine and Health Sciences at McGill University, Canada. She is the Richard and Sylvia Cruess Chair in Medical Education, the former director of the Centre for Medical Education and Institute of Health Sciences Education (2005-2020), and the founding Associate Dean for Faculty Development  at McGill (1993-2011). Dr. Steinert has engaged in medical education and faculty development for over 35 years and has been actively involved in the design and delivery of interprofessional faculty development programs and activities. She has written extensively on the topic of faculty development and is frequently invited to address health professionals and medical educators in diverse academic and scientific settings. The inaugural chair of the AMEE International Committee on Faculty Development (2017-2023), she has received awards for her work in this area, including the Order of Canada (in 2018) and the AAMC Award for Excellence in Medical Education (in 2022).

• Part I. Introduction.- 1. Faculty development: Core concepts and principles.- Part II. The Scope of Faculty Development.- 2. Faculty development for teaching improvement.- 3. Faculty development for leadership and management.- 4. Faculty development for research capacity building.- 5. Faculty development for academic and career development.- 6. Faculty development for organizational change.- III. Approaches to Faculty Development.- 7. Learning from experience: From workplace learning to communities of practice.- 8. Peer coaching and mentorship.- 9.Faculty development workshops, seminars and short courses.- 10. Fellowships, certification, and degree programs in faculty development.- 11. Faculty development online.- IV. Faculty Development and Practice.- 12. Teacher identity: A critical component of faculty development.- 13. Faculty development and reflective practice.- 14. Faculty development for curriculum change: Towards competency-based approaches to teaching and assessment.- 15.Faculty development for interprofessional education and practice.- 16. Faculty development for simulation-based education.- 17. Towards social justice: Implications for faculty development.- 18. Cross-cultural faculty development.- 19. Starting a faculty development program.- V. Research and Scholarship in Faculty Development.- 20. Faculty development research: The ‘state of the art’.- 21. Promoting scholarship in faculty development: Relevant research paradigms and methodologies.- VI. Conclusion.- 22. Faculty development: Future directions.