Faculty development program: Way to excellence (original) (raw)
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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
Perception of Faculty Members of Regional Medical School Toward Faculty Development Program
Sudan Journal of Medical Sciences
Introduction: Any types or process of activities that are performed by a group or an individual to enhance, promote, and improve the performance, competencies or skills of a health professional at an institute level are defined as faculty development which has many other names like staff development, academic development, and educational development. The importance of faculty development stressed by Harden is equivalent to curriculum development, which is a very difficult assignment. Objectives: To determine the pattern of faculty members’ perception toward their weekly faculty development program. Methodology: Enrolling the faculty members of the College of Medicine, University of Bisha, Kingdom of Saudi Arabia ( COM/UB,KSA). COM/UB adopting the innovative curriculum (problem-based learning, team-based learning, interactive lectures, and case-based learning and seminars. Each Tuesday, faculty members gather in the faculty development academic program (FDAP) room to discuss issues r...
Education in Medicine Journal, 2015
Introduction: This work aimed to analyze and document the faculty development program (FDP) held in the medical education department (MED), Faculty of Medicine (FOM) in the last 6 years in order to help understanding about the current situation the challenges facing the FDP at the FOM. Method: A retrospective, data-base study was conducted in the MED, FOM, at King Abdul Aziz University, Jeddah Saudi Arabia, during the academic year of 2014-2015. The data was analyzed using MedCalc Software and significance was considered at p<0.05. The data was also supported by a focus group. Result: The number of workshops on students’ assessment was highest in the first three years. Female faculty participation in the FDP was generally higher than that of the male faculty members except in the last academic year 2013-2014. In the first four days, there was a gap in participation levels in the FDP between the basic and clinical faculty and in the last two years this gap in participation became ...
Journal of Research in Medical Sciences, 2016
One of the important topics for discussion in many medical universities is professionalism. Various studies on professional behavior show that professionalism is an important topic in medical education. For example, a quick look at medical education journals in recent years shows that articles on teaching professionalism are among these with the highest number of citations. [3] Most prestigious universities have designed and implemented appropriate curriculums for teaching professionalism along with such studies and have used continuous education programs in order to improve professionalism in their students and faculty members. [4] Despite the great emphasis on teaching professionalism in various universities around the world, creating Background: Despite the great emphasis on teaching professionalism in universities, creating changes in one's professional behavior is a serious challenge in medical education. In this regard, one cannot ignore the role of faculty members. The present study was set to investigate the opinions of medical education experts about the expected results of faculty development programs regarding teaching and learning professionalism. Materials and Methods: The study was carried out in two phases including content analysis study and Delphi. In the first phase, 10 medical education experts participated in the study. Data gathering was carried out using semi-structured interviews. Codes were analyzed using classic content analysis method. In the second phase, a six-member focus group and Delphi with 23 experts from across the country participated, and themes from the previous phase were confirmed and finalized. Results: Analysis of the content of the interviews in the first phase and discussing in the focus group and Delphi showed two main themes: 1) direct results and 2) indirect results with six subthemes. Direct results included three subthemes of creating role model faculty members, scientific improvement, improving professionalism, and inspiring the students; indirect results included three subthemes of change in educational environment of the university, change in the university system, and effects on the society's culture. Conclusion: Faculty development in professionalism can contribute to university faculty members to become better role models and inspire their students, peers, and even the society. Therefore, improving professional behavior in university faculty members can have direct and indirect effects on improving the society due to their crucial role.
Assessing the Impact of Faculty Development Fellowship in Shiraz University of Medical Sciences
Background: Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot ful¿ll the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills.
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.
Yeungnam University Journal of Medicine, 2020
Background: Among the different aims of medical education, the provision of society with skilled, professional, and knowledgeable healthcare workers who maintain and develop their expertise over a lifetime career is important. The achievement of this goal is linked with the professional development of both faculty members and healthcare workers. This study aims to measure the perception of faculty members regarding their views about the goals of faculty development programs, practices and activities, and factors that determine their achievement. Methods: A cross-sectional survey was conducted in multiple universities in the Western region of Saudi Arabia. The participants were given a pre-designed self-administered questionnaire generated from literature. The survey questionnaire consisted of three sections that were designed to assess the faculty members' perception on the faculty development program. Results: A total of 210 faculty members participated in the study. The most important perceived goal was to motivate teachers to become better teachers. The most important perceived practice was establishing a positive climate for teaching and learning. The most important perceived factor was skilled and dedicated staff support. Conclusion: The results of this study demonstrate that faculty members have positive perceptions regarding all aspects of faculty development programs. This study will raise awareness regarding the importance of faculty development programs in sustaining educational vitality. We recommend the implementation and maintenance of comprehensive faculty development programs in Saudi universities.
British Journal of Education, Society & Behavioural Science, 2014
The aim of this study was to provide a general description of a newly developed faculty development program in medical education field and assess the program from the participants' perspectives and experiences. Study Design: Qualitative study. Place and Duration of Study: Hawler Medical University, Erbil, Iraq in April 2013. Methodology: At the end of the faculty development program, the perspectives of 24 participants were obtained through a self-administered questionnaire. The questionnaire included three open questions; the positive aspects of the program, the negative aspects of the program and suggestions to improve future programs. Thematic analysis was applied for the qualitative data analysis. Results: The program syllabus and the included topics were positively emphasized by
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.
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...