Faculty development in medical school: how can it be improved? (original) (raw)
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Research Square (Research Square), 2022
In this study, we aimed to explain the strategies of faculty development based on their role and learning styles at Shiraz University of Medical Sciences. We conducted a qualitative content analysis study in 2021 by purposive, snowball sampling, with a maximum variation of age and experience levels of faculty members. Eighteen participants were enrolled in this study, and data collection consisted of two phases of semi-structured interviews and brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization. The second theme was the best strategies in empowering the teacher with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences. PIES could explain the practical strategies that can support the development of teachers in medical sciences.
Advances in Physiology Education, 2010
Sarikaya O, Kalaca S, Yegen BÇ , Cali S. The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines. Adv Physiol Educ 34: 35-40, 2010; doi: 10.1152/advan.00024.2010.-Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of "training skills" and "student assessment instruments" courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1-2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant. training skills; assessment guides; structured oral examination; objective structured clinical examination
Research Square (Research Square), 2023
Background This study aimed to identify and explain the strategies of faculty development based on their role and learning styles at Iranian Universities of Medical Sciences. Methods We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation of age and experience levels of faculty members. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization. Results The data analysis yielded two themes and eight categories. The rst theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and Development and excellence of personal qualities. The second theme was the best strategies for empowering the teacher with four subthemes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences. Conclusion From the perspective of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences.
Canadian Medical Education Journal
Implication Statement Faculty development programs should provide transformative resources and prioritize the unique needs of faculty. However, if faculty members face difficulty in accessing these programs, the potential impact of the valuable resources may be limited. To alleviate this issue, we designed a faculty development program that is available to anyone at any time and in any configuration. By allowing faculty to choose from a diverse range of medical education topics, they may promptly apply crucial concepts in their teaching and education leadership roles. This program allows faculty members to engage in personalized professional development, enhance their teaching practices, and foster professional growth. Also, program coordinators and administrators can seamlessly integrate our resources into their existing faculty development program. These resources can serve as self-study materials, supplements for existing programs, or a stand-alone curriculum with high accessibil...
BMC Medical Education
Background This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences. Methods We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members’ age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization. Results The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers wit...
Annals of Global Health
Background: Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI). Objectives: This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award. Methods: Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder. Findings: Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training. Conclusions: We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students' performance and the demonstration of changes in teaching performance.
Faculty Development for Teaching Improvement
Faculty Development in the Health Professions, 2013
Faculty development to improve teaching is the most common type of faculty development activity reported in the health professions literature. Although its North American roots can be traced back to the 1950s, it is now an ongoing activity in medical schools around the world and is growing in importance in other health professions schools. In this chapter, we will consider the emergence of teaching improvement programs in health professions education and then review several competency frameworks, each designed to identify what teachers in the health professions need to know and be able to do in order to promote learning. Several best practice examples demonstrate how these teaching competencies might be developed and illustrate essential features of teaching improvement programs. 2.2 Historical Perspective The birth of faculty development as a critical tool for improving teaching in the United States has been tracked to the Project in Medical Education. This collaborative venture, funded by the Commonwealth Foundation at the University of Buffalo in 1955 under the collaborative leadership of George Miller, MD, from the School Chapter 2
In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusion: Our faculty development program have a significant positive effect on medical university teaching staff members' competencies. Further research is needed to investigate whether the faculty development program actually results in improved teaching performance.