From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education

• Published in: Medical teacher pp. 1 - 13
• Main Authors: Findyartini, Ardi, Nirula, Latika, Mandache, Mădălina-Elena, Caramori, Ugo, Cilliers, Francois, Cantillon, Peter, Roebertsen, Herma
• Format: Journal Article
• Language: English
• Published: England 24.05.2025
• Subjects: Faculty development; program improvement; health professions education; systematic evaluation; scholarship
• ISSN: 0142-159X; 1466-187X; 1466-187X
• DOI: 10.1080/0142159X.2025.2507150

Faculty development initiatives have grown globally and have become a key part of the best practices in health professions and education institutions. Systematic activities to support the roles of teachers in teaching, education, research and scholarship, and leadership and management are subject for consistent and sustainable improvement and development in each institution. The individual and organizational impacts should be envisioned from the beginning and be aligned with the institutional visions and missions. This paper describes the ASPIRE faculty development criteria as a framework of 5 crucial elements for faculty development: (1) Clear goals, systematic curriculum development model and focus on improvement; (2) Inclusive and accessible learning opportunities creating a Community of Practice (CoP); (3) Resourcing, expertise and expansion of capacity; (4) Continuous and systematic evaluation and ongoing improvement; and (5) Promoting educational innovation and scholarship in faculty development. Descriptions of elements with examples to illustrate components are provided.