Putting reflection back into practice: Kolb's theory of experiential learning as a theoretical framework for just-in-time faculty development

Faculty development (FD) that incorporates reflection on action is highly effective in supporting health professions educators in their development of new knowledge, skills, and attitudes. However, barriers to FD persist, including lack of dedicated time, lack of incentives for participation, and limited available trained faculty developers. As a result, immediate FD needs are often addressed with just-in-time-training (JITT), particularly for topics that are most critical to the complex needs of faculty. This case study illustrates the theoretical application of just-in-time-training FD constructed and implemented using Kolb’s Cycle of Experiential Learning. This practice includes a reflective stage and is an easily accessible and effective approach to improve faculty learning in time- and resource-limited environments.