This study was similar to the third study in that both involved a retrospective review of data based on prior studies and program data. This study differed from the third study in that the prior study involved only a review of published literature, whereas the third study consisted of action research through both off-site data collection conducted through interviews of participating faculty members as well as a more in depth on-site action site case study of one educational institution. Additionally, while the second study concerned issues pertaining to the training of medical students in professional teamwork and collaboration skills in the professional medical setting, the third study concerned the manner in which community colleges establish and implement in-house "grow-your-own" staff development programs

Reille, a. And Kezar, a. "Balancing the Pros and Cons of Community

College 'Grow-Your-Own' Leadership Programs" Community College

Review 38 (1) 2010: 59-82.

This study consisted of action research in the form of interviews with faculty members at twenty colleges in conjunction with a detailed review of program literature and similar available material related to the programs, policies, and procedures used at each institution for the purposes of developing staff members capable of best implementing the in-house policies and approaches to higher education. The two main components of the study were a comparison of the data obtained from the participants and a more detailed review of an ongoing staff development program at one institution. In general, the researchers concluded that in-house educational leadership training programs are beneficial to the college community because they allow a customized approach to helping newer faculty members best fit into the existing academic and institutional culture; they also provide a valuable means of transferring the knowledge and experience accumulated by veteran retiring faculty members to their newer colleagues. On the other hand, the researchers determined that such processes are heavily laden with inherent biases of the faculty members responsible for creating training programs, they are not typically assessed for effectiveness, and the procedures and methods used reflect convenience considerations...

This study was much more similar to the first study than the second because, like the first study, the third study also reviewed the effectiveness of training programs rather than a review of literature such as in the second study. This study differed from the first study in that it concerned the in-house development programs for educational faculty whereas the first study involved the relative effectiveness of academic course on the substantive knowledge and social-cognitive development of educational counseling students.
Synthesis of Studies and Conclusion

In general, all of the studies involved the manner in which various forms of training and education provide the benefits for which they were designed. In the first case, the purpose of the study was to determine how effective academic courses in ethical and legal issues assisted educational counseling students improve their substantive knowledge and their ability to make ethical decisions. The study concluded that the courses did improve substantive knowledge and ethical decision making but that other factors were more important to the social-cognitive development of educational counseling students.

The second study also involved the manner and extent to which practical training in collaborative teamwork improved the ability of medical students and residents to function productively within a team in the professional medical environment. It differed from both the other studies primarily in that it relied exclusively on a review of literature rather than either action study methods or any other form of original data collection.

The third study concerned the relative effectiveness of in-house programs within educational institutions of higher learning to develop the necessary skills and attitudes among new faculty members that enable them to best fulfill their professional obligations as professors at their institutions. That study differed from the other two in that it included both interviews and reviews of relevant materials about the programs under review as well as a more detailed evaluation of one particular institution. Ultimately, all three studies added considerably to their respective fields…