Reframing faculty development practice and research through the lens of adaptive expertise

Click to increase image sizeClick to decrease image size

Acknowledgements

We would like to thank the editorial committee members of this special issue, Trevor Gibbs, Susan van Schalkwyck, Karen Leslie, Olanrewaju Sorinola, Harm Peters, Manuel Mendes Costa, Eliana Amaral, Haruko Akatsu and Tripti Srivastava, for their selection and review of the innovation reports and research papers; Subha Ramani and Michelle Machado for their help in the review process; and Manon Kluijtmans and Susan van Schalkwyck for their insightful feedback on this commentary.

Disclosure statement

The three authors do not have a declaration of interest to report.

Additional information

Notes on contributors

Yvonne Steinert

Yvonne Steinert, PhD, is a professor of Family Medicine and Health Sciences Education, former director of the Institute of Health Sciences Education, and the Richard and Sylvia Cruess Chair in Medical Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada. She is also co-editor of this special issue.

David M. Irby

David M. Irby, PhD, MDiv, is professor emeritus of Medicine and an educational scientist in the Center for Faculty Educators at University of California San Francisco. He was formerly the vice-dean for education at UCSF and a senior scholar at The Carnegie Foundation for the Advancement of Teaching.

Diana Dolmans

Diana H. J. M. Dolmans, PhD, is professor of innovative learning arrangements and educational scientist in the School of Health Professions Education (SHE), and chair of the Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands. She is also co-editor of this special issue.