The Faculty Development Paradox: Applying Competency-Based Education Principles to Faculty Development

Abstract

Competency-based health professions education (CBHPE) has transformed learner education through explicit competencies, sequenced progression, direct observation, coaching, and programmatic assessment. However, faculty development—the mechanism that should prepare educators to enact CBHPE—has not undergone a parallel evolution. This misalignment limits the effectiveness and sustainability of CBHPE. In this paper, the authors propose a model of Competency-Based Faculty Development (CBFD) that applies CBHPE design principles to the growth of educators and introduces the Master Adaptive Teacher (MAT) as a developmental outcome for faculty. Using Van Melle’s five core components of CBHPE as an organizing framework, the authors synthesized existing educator competency frameworks, literature on adaptive expertise, faculty development theory, and implementation science and mapped these components to faculty development structures, strategies, and assessment processes. The core components can be directly translated to faculty development. Implementing CBFD requires (1) defining educator competencies aligned with institutional roles, (2) building developmental pathways linked to outcomes, (3) integrating flexible, workplace-based learning and coaching, (4) designing instruction that models CBHPE principles, and (5) adopting a longitudinal assessment program using multiple data sources. The MAT framework further operationalizes adaptive expertise as a core capability developed through reflection, coaching, community, and system-level support. In summary, CBFD represents a structural redesign that positions faculty as learners within a developmental ecosystem. When aligned with culture and institutional infrastructure, CBFD strengthens educator identity, enhances teaching quality, and enables CBHPE to achieve its full potential.