Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students’ experiences at Iranian universities of medical sciences (original) (raw)
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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.
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.
Medical Education Journal, 2017
BACKGROUND AND OBJECTIVE: The development and innovation program in medical education is a strategic program in order to fulfill the objectives of the developmental programs of the health system. Since the medical faculty members have an important role in promoting public health, this study aimed to identify strategies for growth and development of faculty members of medical universities at northern part of Iran based on the evolution and innovation program of medical education in the form of grounded theory. METHODS: This qualitative study was conducted using Grounded Theory Approach during-. The study population included faculty members of medical universities at the northern part of Iran. Sampling was performed by targeted method on those who were responsible in university or college. They were asked about the strategies for faculty development based on the development and innovation program in medical education. FINDINGS: The results of collected data were classified into two main themes: Health ministry strategies (institutionalization of accountable and justice-centered education), and academic strategies (supporting the medical education development centers) and sub-themes. CONCLUSION: Considering the results of the study, it is recommended to Education policy makers to design and provide a more accurate and systematic programs in order to achieve development and growth of their faculty members according to the evolution and innovation program in medical education; so, the effectiveness and efficiency of faculty members and consequently the higher education system will be improved.
Faculty development in medical school: how can it be improved?
Revista Brasileira de Educação Médica
Introduction: Faculty development in medical education has shown an increasing focus on universities. Changes in the learning style, the broad access to digital knowledge and new society demands in terms of medical competences have induced the need for updates in teaching practices, especially during the Covid-19 pandemic. Objective: To evaluate the needs of faculty development, reported educational practices and the view on teaching and learning from medical teachers' perspectives. Methods: this study has a cross-sectional design with a convenience sample of undergraduate medical teachers from a medical school in São Paulo, who coordinate educational units in the curricula. Data collection took place between August and September 2020, by completing an electronic questionnaire. The data were analyzed using proportions, the chi-square test or Fisher's exact test, with p <0.05 being considered significant. Results: There were 68 medical teachers coordinating curricula units and 47 (69.1%) accepted to participate. Of the total of 47 participants, 26 (55.3%) are female and 21 (44.7%) are male, 17 (36.2%) teachers taught disciplines from first biennium, 20 (42.6%) from the second biennium and 10 (21.1%) from the third biennium. Most of medical teachers reported being motivated to participate in faculty development courses (93.6%), with focus on the inclusion of innovations in their educational practice (85.1%). They reported the need to update teaching and assessment methods. The women reported more frequently the need for training in assessment methods (p = 0.04). In the reported educational practices, women incorporate more attitudes (p = 0.02) and skills in educational planning (p = 0.007), as well as the use of formative assessment (p = 0.03) and more previous training in the use of active methodologies (p = 0.02). Although the recognition of the importance of the dialogue with students being reported by most teachers, student-centered practices were described in a lower percentage of responses. Conclusion: Teachers are motivated to engage in faculty development actions, with several needs regarding educational practices being identified, with differences being observed between genders. Although they reported a dialogic view of the teaching-learning process, this concept is not yet implemented in the reported practice in their disciplines.
International Journal for Academic Development
Modern universities achieve institutional goals when faculty members are able to fulfil diverse roles. Faculty development must therefore employ pedagogical principles while guided by institutional needs. Systematic evaluation of such programmes has not been done in developing countries. This paper examines faculty development in Iran, where medical universities have a reformed structure that combines educational and extensive health care responsibilities. Managerial and pedagogical aspects of faculty development were evaluated to help administrators understand and meet faculty and programme requirements. This work identifies strategies to improve productivity through faculty development.Les universités modernes atteignent leurs objectifs institutionnels quand leurs enseignants sont en mesure de remplir diverses fonctions. Le développement pédagogique doit reposer sur des principes pédagogiques tout en étant guidé par les besoins institutionnels. Une évaluation systématique de tels ...
Health Education and Health Promotion, 2016
Aim: The comprehensive evaluation program of the health system in higher education is a strategic plan in line with the goals of health reform program. The planning levels are based on 12 general policies. As professors of medical universities have an important role in public health promotion, this study aimed to identify the outcomes of faculty development at medical universities in the northern parts of Iran based on the evolution and innovation program of medical education. Methods: This qualitative research was conducted using Grounded Theory Approach during 2015-2016. The research population consisted of 22 faculty members of medical universities in the Northern part of Iran. Sampling was performed by a purposive sampling method for those who had responsibilities at university or college. Findings: The obtained results suggested two main themes: the internal university outcomes (i.e. promotion of education quality at universities), and external university outcomes (i.e. public ...
Faculty’s Perception of Their Role as a Medical Teacher at Qassim University, Saudi Arabia
Cureus, 2020
Medical teaching is a highly demanding and complex task. The advanced integrated curriculum and modern educational practices demand the roles of the medical teacher be redefined. This study was designed to understand the perceptions of the faculty of the Dental College, Qassim University, about their key roles as a teacher. These perceptions can be used to design faculty development workshops to enhance the awareness of the faculty about their educational responsibilities and achieve their potential. Methods It was a cross-sectional descriptive survey conducted on the faculty of the College of Dentistry, Qassim University, KSA. The study used a validated 12-item e-questionnaire to measure the perceptions of faculty about their teaching roles. Results A total of 44 faculty members submitted the e-questionnaire. Most faculty members perceived the most important role of the medical teacher as an information provider (90%) in clinical settings, followed by an on-job role model (89%). The least important role perceived was curriculum evaluator (82%) followed by curriculum planner (79%). Conclusion The role of a medical teacher has extended beyond the boundaries of information providers. The faculty of Qassim University exhibited their awareness about modern-day medical education and recognized the most important role of a medical teacher to be not only an information provider but also an on-job role model and academic advisor to students.
Archives of Pharmacy Practice, 2020
Background: Many studies have revealed a significant relationship between students’ learning and teachers’ teaching competencies; however, other studies explore that teaching competency dimensions are confusing. The purpose of this study is to explore dimensions and factors affecting the medical faculties’ teaching competencies based on the experience of faculties at Tehran University of Medical Science. Methods: We conduct a qualitative content analysis study using grounded theory data analysis recommended by Corbin and Strauss 2008. Purposeful sampling was used to select the participants. Participants were 15 basic and clinical medical faculties from Tehran University of Medical Sciences. Data were collected through semi-structured interview and demographic information. Results: Based on experiences of participants, factors affecting medical faculties’ teaching competencies fit in four categories: “expertise in medical knowledge”, “establishing an interactive learning environment” “teaching technical ability” and “personality characteristics.” Each category will have its subcategories. Conclusion: The results showed that from the viewpoint of faculty members teaching competency included having the highest degree of scientific knowledge, developing an interactive learning environment, and having the technical ability for knowledge delivery and some personality characteristics. Moreover, findings have shown that the faculty members pay less attention to curriculum development in the teaching process. Combining these dimensions with learning theories may be useful in the effectiveness of faculty members’ teaching in Iranian context.