Components of effective faculty orientation.

Abstract

A number of factors make effective faculty orientation even more important for family medicine. Surveys indicate that the small number of available new faculty tends to be young and relatively inexperienced in academic medicine and that many go directly from residency training into faculty positions. Once in these roles, new faculty may find few senior colleagues to serve as experienced guides. Reports show that many department chairs plan to step down soon and may not be available as role models. The components of effective orientation are explained, along with their relationship to professional success. Recommendations are made for family medicine programs.