The duration of professional learning and development is a continuous process.  By focusing on one area for growth or improvement, educators can ensure meaningful improvements gradually, verifying all new strategies are understood when implemented.  I think educators need to connect with their students, making sure communication is clear and understood by all, and just as importantly, be flexible.  All learners are individuals and can not learn at the same pace or be taught in the same way.  One scholarly activity for 25 learners just doesn’t work.  It never really did, we just didn’t know.  For the longest time we just kept teaching the old way, because it was assumed teaching the same way forever was a good thing.  It wasn’t, but only recently we’ve accepted the need for change.  Kahmann, Droop, and Lazonder (2022) found that professional‑development programs focused on differentiated instruction produced a medium-sized improvement in teachers’ knowledge, attitudes, and instructional practices, especially when the PD was tied to a specific subject domain rather than being generic.   And then, technology came along and is making all kinds of improvements!   

Principles of Effective Professional Learning

The five principles of effective professional learning emphasize an ongoing process where educators continuously improve their skills to better support student learning. Professional learning extends far beyond one-time workshops; its goal is to create a continuous cycle of improvement for educators and, ultimately, for learners. Structured and sustained professional development allows teachers to gradually implement and refine new strategies, receive feedback, and apply learning in authentic contexts.

Research shows that faculty development programs in health higher education produce measurable improvements in teaching competence and skills, highlighting the value of structured, ongoing professional learning in clinical and medical education (Cotta et al., 2024). Furthermore, longitudinal programs that extend over multiple years can lead to sustained improvements in teaching practices, rather than temporary gains from one-off interventions (Lee et al., 2020).

Key components of effective professional learning include:

• Collaboration – Educators learn best when working together to problem-solve, share best practices, and coach peers.
• Experiential and action-based learning – Hands-on activities, simulations, and inquiry-based tasks support active engagement and reflection.
• Professional reading and research – Staying current with literature and new methods strengthens evidence-based practice.
• Mentoring and induction – Feedback and structured support, especially for new educators, are essential for growth.
• Curriculum-focused approaches – Professional learning should reflect the instruction learners will receive, ensuring alignment between teaching and practice.

By embedding these principles within a sustained, content-specific professional learning framework, educators are better equipped to adapt to diverse learner needs and foster meaningful, long-term improvements in teaching and learning outcomes (Cotta et al., 2024; Lee et al., 2020).

Duration of Development

Implementing new ideas or even the process of faculty training takes time and unfortunately, there never seems to be enough time in education.   Workshops and structured learning sessions are beneficial, but it takes deliberate effort to translate new knowledge and strategies into clinical practice, patient care, and research projects.  The design of the fellowship experience is crucial. Fellows need protected time and structured pathways to apply new skills in patient care, research, and teaching. Professional development should be an ongoing process, seamlessly embedded in rotations and clinical practice, rather than confined to isolated workshops or scheduled learning blocks. 

Professional learning needs to feel like it’s ongoing and NOT something faculty educators feel like they must do on designated days and at certain times.

Ongoing Support

Hematology/oncology faculty educators benefit from a clear vision and a structured strategy for professional learning that aligns with the fellowship’s clinical, research, and teaching goals. Planning and communication should occur early in the academic year, providing faculty with time to develop, practice, and refine strategies that enhance fellows’ learning, patient care, and research outcomes.

All available opportunities, such as mentorship programs, simulation sessions, case conferences, and teaching workshops, should be clearly communicated so faculty understand how to engage and contribute effectively. Sharing successes, innovative practices, and effective strategies across the fellowship reinforces learning and fosters a culture of continuous improvement and collaboration.

Research shows that longitudinal faculty development programs, which combine formal training, mentorship, and co-teaching opportunities, support sustained growth in teaching competence and help build a culture of teaching within clinical programs (Burgess et al., 2019). Embedding ongoing support and structured professional learning into daily fellowship practice ensures that faculty can continuously improve while modeling best practices for fellows.

Initial Exposure

With blended learning models incorporating both synchronous and asynchronous sessions, faculty educators can engage in professional development activities that align with fellowship goals in clinical care, research, and teaching. Faculty are encouraged to innovate while working toward program objectives, experimenting with new approaches in supervision, case discussions, or research mentorship.  Regular meetings, whether brief check-ins or structured discussions, provide opportunities to connect with peers, share what strategies are effective, identify challenges, and determine next steps. Mentorship, co-teaching in clinical settings, and collaborative case reviews are just a few ways faculty can offer and receive support. Sharing articles, innovative teaching methods, and developing new initiatives allows faculty to continuously integrate fresh approaches into existing fellowship practices, ultimately enhancing both fellow learning and patient care.

Modeling

Being strategic with professional learning for faculty educators yields multiple benefits for both fellows and patient care. Faculty serve as models for clinical reasoning, teaching, and research mentorship, demonstrating innovative approaches that fellows can observe and apply in real-world clinical and research settings. Faculty who tailors their professional growth to areas that matter most, whether teaching complex cases, leading research projects, or integrating new technologies, tend to make the greatest impact on fellows’ development.

The first step is prioritizing the professional journey for faculty themselves: identifying actual needs and integrating professional learning opportunities into their daily workflow so it complements, rather than adds to, existing responsibilities. Embedding development into in-house sessions, departmental meetings, and virtual learning platforms allows faculty to practice new strategies in context. While workshops and one-day sessions can introduce ideas, true growth comes from designing a continuous, integrated system of professional learning that spans the entire fellowship, rather than relying on isolated events (Hess et al., 2021).

Content

My teaching and learning expectations differ significantly from those in primary or secondary education. I work with graduate medical learners, hematology/oncology fellows, whose professional development involves mastering complex clinical knowledge, procedural skills, research methodology, and patient-centered decision-making. While the learning environment differs from a traditional classroom, the fundamental principles of effective teaching remain the same.  Tahmasebi et al. (2025) found that structured, multidisciplinary oncology‐education programs significantly improve trainees’ knowledge and skills, underscoring the importance of a training environment tailored to a clinical fellowship rather than a standard classroom.

Several factors influence learning in the fellowship context, including:

• Number of learners per rotation or inpatient team
• Level of clinical or research experience
• Frequency and duration of clinical, educational, and research sessions
• Delivery format, including in-person rounds, simulation, chalk talks, traditional lectures or virtual modules
• Physical environment, patient care context, and technology resources

These factors interact with the characteristics of both learners and faculty educators. Critical thinking, clinical reasoning, problem-solving, and reflective practice are essential skills for fellows. Just as in earlier stages of education, learners develop habits of self-directed learning, curiosity, resilience, and ethical decision-making.  These are skills that will guide them throughout their careers.

Faculty play a key role in modeling these skills, providing structured guidance, feedback, and mentorship that foster fellows’ confidence and competence. By emphasizing values, motivation, and lifelong learning, faculty ensure that the educational experiences in clinical rotations, research projects, and teaching opportunities leave a lasting impact, preparing fellows to provide high-quality patient care and pursue scholarly exploration throughout their careers.

Audience

The primary audience for this professional learning strategy includes hematology/oncology faculty educators and first, second, and third year fellows. Their professional development needs encompass:

• Practical strategies for teaching complex clinical cases and procedural skills
• Integration of technology into clinical and educational practice, including simulation, telehealth, and electronic medical record (EMR) tools
• Structured mentorship and opportunities for peer feedback during clinical rotations
• Guidance on effectively integrating research, education, and patient care

By equipping faculty and fellows with evidence-based strategies for teaching, clinical reasoning, and technology integration, this professional learning program aims to enhance both educational outcomes and patient care. Supporting this audience in achieving these competencies represents the most meaningful impact of the program, fostering a culture of excellence and continuous improvement within the fellowship.

Collaboration and effective modeling

Given that the learners are faculty educators and fellows, collaboration will be a central component of professional learning. Structured peer groups will focus on clinical teaching strategies, research projects, and patient care case reviews, providing opportunities for shared problem-solving, feedback, and reflective practice.

An online community of practice will support ongoing collaboration by allowing participants to share teaching resources, case studies, and technology tools across the fellowship. Interdisciplinary discussions with teams from pharmacy, pathology, and palliative care will be incorporated to promote integrated learning and a holistic approach to patient care.

By modeling effective teaching, clinical reasoning, and collaborative problem-solving, faculty not only enhance fellows’ learning experiences but also reinforce a culture of continuous professional growth, innovation, and interdisciplinary cooperation within the fellowship.

Self-Directed Learning

Self-directed learning (SDL) is essential for continuous professional growth, fostering motivation for new experiences, clinical skills, and research accomplishments. Fellows and faculty may discover clear paths to new learning goals through self-directed exploration, which in turn enhances a sense of purpose and supports the achievement of broader professional objectives.

A supportive learning environment is critical for successful SDL. This includes access to resources, mentorship, guidance, and engagement with peer communities and online networks. Faculty play a central role in facilitating SDL, providing feedback, modeling reflective practice, and guiding learners in goal-setting and skill acquisition (Sawatsky et al., 2018; Vasli & Asadiparvar-Masouleh, 2024)

For hematology/oncology faculty and fellows, becoming a self-directed learner involves:

• Developing a personalized learning plan for ongoing clinical, educational, and research growth
• Staying current with medical literature and emerging best practices
• Enhancing skills in data management, analysis, and research methodology
• Seeking mentorship and reflective guidance on clinical and ethical decision-making

By cultivating self-directed learning, fellows and faculty are empowered to take ownership of their professional development, continuously improving their clinical expertise, research skills, and teaching effectiveness within the fellowship program.