Elizabeth Zavala, MD, faculty member in Geriatric Medicine, has been selected by the American Geriatrics Society (AGS) and the Association of Directors of Geriatric Academic Programs (ADGAP) as one of only six faculty leaders nationwide to participate in the Developing Faculty Competencies in Assessment Course. As part of this initiative, AGS/ADGAP is providing funding for participants to engage in an intensive national faculty development program focused on advancing competency-based assessment in geriatric fellowship training.
The Developing Faculty Competencies in Assessment course prepares geriatric fellowship leaders to design and implement meaningful assessment systems that support the long term development of trainees. Participants in this funded initiative collaborate with national experts to strengthen competency based education in Geriatric Medicine. “Being selected as one of six faculty leaders nationwide is both an honor and a meaningful opportunity,” said Dr. Zavala. “It means joining a small group of fellowship leaders who are helping shape how we assess and support trainees in geriatrics. For me, it’s a chance to learn from national experts while contributing to assessment practices that reflect the real complexity of caring for older adults.”
The central focus of the initiative is longitudinal professional development. A model that emphasizes continuous growth rather than isolated evaluations. “Longitudinal professional development focuses on supporting fellows’ growth over time, rather than basing evaluation on one rotation or isolated moments,” Dr. Zavala explained. “In day to day practice, this means ongoing coaching, consistent feedback across settings, and assessments that track how fellows develop skills such as communication, clinical reasoning, teamwork, and goal-aligned care. Ultimately, it’s about helping them build confidence and form their professional identity as geriatricians.”
As part of the program, Dr. Zavala will collaborate with national leaders to develop practical assessment tools and faculty development resources that can be used by training programs across the country. “I’m especially excited about developing tools and resources that can benefit programs across the country, not just one institution,” she said. “Working with leaders in the field allows us to create practical materials, like assessment cases and faculty training guides, that faculty everywhere can use. There’s real value in building shared standards that make it easier for educators to give meaningful, growth-oriented feedback.”
Dr. Zavala emphasized that the ultimate goal of stronger assessment practices is improved care for older adults. “Stronger assessment leads to stronger physicians,” she said. “When we evaluate and help fellows strengthen skills like communication, clinical judgment, and person-centered decision-making, we prepare them to care for the complex needs of older adults. Over time, this means more thoughtful care planning, better alignment with patients’ goals, and improved experiences for both older adults and their families.”
She also noted that many traditional assessment models do not fully capture the unique competencies required in geriatrics. “Many traditional assessment models emphasize medical knowledge or brief, isolated observations,” Dr. Zavala said. “Those approaches often miss the core skills of geriatrics — managing uncertainty, working with interprofessional teams, and addressing cognitive, functional, and social complexity. I hope we can develop assessments that better capture these real-world competencies and give faculty practical ways to offer actionable, supportive feedback.”
Looking ahead, Dr. Zavala hopes the initiative will have a lasting impact on both trainees and institutions. “Ten years from now, I hope we see trainees who feel genuinely supported, and institutions that view assessment as a tool for growth rather than just evaluation,” she said. “Ultimately, I want this work to help build a workforce that’s well prepared to care for a rapidly aging population. My long-term hope is that thoughtful mentorship and meaningful feedback become the norm — leading to clinicians who are not only highly skilled but also deeply attuned to what matters most to older adults.”