Faculty Development Initiatives: A prerequisite for capacity building and enhanced productivity in a medical institution (original) (raw)
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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 ...
Evaluation of Faculty Development Program: A Collaborative Project of NIH&SS Pakistan and PHMI, USA
2016
Objective: To develop logic model for the planning, evaluation and assessment of the process of collaborative faculty development program of Partners Harvard Medical International (PHMI) and National Institute of Health and Social Sciences (NIHS more than 95% reported change in attitude towards team work in diverse group setting, more than 98% reported gain in knowledge and skill for innovative teaching strategies, 96% of participants considered experimental learning helpful in developing assessment items. The bivariate analysis showed that the educational activities and exercises of the program succeeded to accomplish the outcomes. Conclusion: Capacity building of mentors in health profession at the workplace can address the needs of all the stakeholders in terms of time and resource managemen
Faculty development in medical institutions: where do we stand in Pakistan?
Journal of Ayub Medical College, Abbottabad : JAMC
The term 'Faculty Development' encompasses all those activities which help faculty members enhance their academic competencies. It comprises three domains: personal development, professional development, and instructional and course development. The objectives of this study were to determine the proportion of medical colleges involved in faculty development activities, to assess the types of faculty development activities, and to identify the factors influencing such activities, along with formulating recommendations for faculty development. A cross-sectional study was conducted in the medical colleges (public and private) of Pakistan from September to December 2010. A questionnaire was designed through literature review, was pre-tested and then sent via mail to principals of the institutions outside Lahore. Questionnaires were self-administered to respondents within Lahore. Apart from describing the data, Chi-square and Fisher's exact tests were applied to determine sta...
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.
Journal of Patan Academy of Health Sciences
Introductions: Faculty development programs (FDP) is important to promote the core education principles/philosophies and instill the innovations planned and/or carried out in any educational program. Thus, Patan Academy of Health Sciences (PAHS) carries regular FDP in order to effectively implement and innovate curriculum, and assessment. Methods: Effectiveness of the workshop was assessed by validated questionnaire of FDP workshop on PBL in 2010 at School of Medicine PAHS. Paired t-test was used to test the differences between before and after scores on knowledge and application on various aspects of the program. Effect size was also calculated to determine the size of the difference between before and after the workshop. Results: There were 19 participants, 11 male and 8 female, mean age was 38.4 years. There was overall increase in mean scores for all 18 items. The overall mean score of knowledge and application increased after FDP. The knowledge and application scale among the p...
Innovation and Education, 2021
Background Workshops are the most common models to enhance knowledge and skills in a specific subject area with an intent to explore, solve a problem and/or innovate new things. The most important aspect of a workshop is the transfer of knowledge in a safe learning environment as a faculty development activity (FDA). At International Medical University (IMU), Malaysia’s first private medical university which was established in 1992, Faculty Development Programmes (FDPs) are run throughout the year in order to enhance the knowledge and skills in teaching and assessment. In order to sustain this faculty development, IMU has a dedicated medical education unit called the IMU Centre of Education (ICE) with dedicated staff and respected faculty developers who are academic role models to the faculty of the institution. However, FDA are collaboratively run by ICE and IMU Centre for lifelong learning (ICL). Objectives To determine the immediate impact of faculty development workshops for hea...
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.
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
Faculty development: A step towards quality and excellence
2009
Higher Education Commission (HEC) Pakistan was established in 2002 to restructure the higher education system. Faculty development was identified as a critical element which led to emergence of the Learning Innovation Division in 2003. The objective was to encourage and support faculty and staff teams in creating a high quality, relevant and efficient learning and teaching culture. This led to intensive faculty development activities and introduction of a certificate course in university teaching. This course is first of its kind in Pakistan with an objective to acquaint the faculty members with the basic concepts and recent trends in teaching and learning in higher education. The content addressed six important areas namely curriculum, teaching skills, assessment, research, professional development and information technology skills. A number of instruments were developed for the program evaluation. This study is an evaluation of the first two courses. The immediate analysis of the results showed that this intervention was well received and perceived to be of high relevance to the university teaching as well as there has been a positive improvement from one course to another which is encouraging for the organizers. The program is now replicated at fifteen faculty development centres across Pakistan. This information will be useful for institutions/departments developing similar programs especially in developing countries.
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.