Faculty who teach by design, not by instinct.
I work with program directors and division leaders who can feel the teaching slipping. Excellent clinicians who were never trained to teach. Programs that run without developing anyone. I build the skills and the structures that fix it.
Start a conversationOne teacher reaches hundreds of physicians.
That is the math of faculty development.
Learners taught, cumulative
Invited talks and presentations
Institutions where the work has traveled
Years as a practicing attending
How can we work together?
Five ways in. Most people start with one workshop and decide from there.
Faculty development workshop
Half or full day, on site or virtual, built for the faculty you actually have rather than the ones in the literature. Most program directors can approve this one without going up the chain.
Your faculty leave with a rounding structure they can use the next morning, and language for feedback that doesn’t land as criticism.
Leadership teaching day
Communication under pressure, meetings that end in decisions, feedback that changes behavior, and presenting to a room of clinicians.
Mentorship program design
Built for your size, your specialty mix, and your resources, so it keeps running after the person who started it moves on.
Built on more than a decade of designing, launching, and scaling mentorship structures in graduate medical education.
Faculty development curriculum audit
A map of where your faculty development stands, and a framework for building the parts that are missing.
Faculty development advisor
A standing hour each month, plus review of whatever you’re building between sessions.
Rates depend on format, travel, and CME designation. Ask and I’ll send them.
The full pictureMost programs run. Fewer of them develop anyone. That gap is almost never about talent.