A comprehensive faculty development program: Three tier comrehensive training approach for holistic development of faculty members of engineering colleges to meet the challenges of future engineering education

Abstract Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.

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Flipped learning in faculty development programs: opportunities for greater faculty engagement, self-learning, collaboration and discussion

Turkish Journal of Biochemistry ◽

10.1515/tjb-2021-0071 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Yusuf Yılmaz ◽

Süleyman Ayhan Çalışkan ◽

Şükran Darcan ◽

Feyza Darendeliler

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Members ◽

Learning Approach ◽

Flipped Learning ◽

Pediatric Endocrinology ◽

Faculty Development Program ◽

Face To Face ◽

The Impact ◽

Self Learning

Abstract Objectives This study aimed to evaluate the impact of flipped learning in faculty development program (FDP) dedicated for developing key-feature questions (KFQs), and to compare examinees’ success and their opinions for the KFQs in a board exam. Methods The study group consisted of two cohorts – Pediatric Endocrinology and Diabetes Society Board members (n=11) and Pediatric Endocrinology Subspecialty 2019 Board Examination examinees (n=22). We used flipped learning approach to develop KFQs. This entailed writing KFQs while learning took place online. The discussion and refinement of the questions for the exam were done during the face-to-face meeting. At the end, feedback was taken from both cohorts. Results The faculty members developed 14 KFQs during the flipped learning process. They found the training useful (Md=9, IQR=1), and expressed high satisfaction (Md=9, IQR=1) for flipped learning approach. According to the faculty members, peer review was an important step in the flipped learning instructions for revising and improving the KFQs. Conclusions A successful intervention of flipped learning approach has been tested in a FDP dedicated for KFQ writing. During flipped learning, the board (faculty) members were more engaged, motivated for self-learning and collaboration, and encouraged for robust face-to-face discussions.

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Assessing Teachers’ Self-Efficacy Beliefs Using Bandura’s Scale

Research Journal of Education ◽

10.32861/rje.73.150.155 ◽

2021 ◽

pp. 150-155

Author(s):

Vilma Muega- Geronimo

Keyword(s):

Decision Making ◽

Faculty Development ◽

Community Involvement ◽

Self Efficacy ◽

Development Program ◽

Faculty Members ◽

School Resources ◽

Faculty Development Program ◽

Efficacy Belief ◽

The University

The study aimed to assess the level of teacher’s self-efficacy belief as input to faculty development plan based on Bandura’s instrument. Mean and ranking were utilized to determine the Teachers’ Self- efficacy level. The results show that faculty members have higher efficacy in terms of discipline, instruction, create a positive school climate. Meanwhile, low efficacy in terms of influence in school resources, enlist parental and community involvement, and influencing decision making in the University. Generally, it indicates that faculty members need to enhance their self-efficacy belief in some aspects. It is suggested to include a plan as part of the faculty development program to enhance the teachers’ self-efficacy level particularly on decision making, community involvement, getting school resources, and parental involvement.

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Perception of Faculty Members of Regional Medical School Toward Faculty Development Program

Sudan Journal of Medical Sciences ◽

10.18502/sjms.v14i3.5205 ◽

2019 ◽

Author(s):

Karimeldin Mohamed Ali Salih ◽

Abdullah M. AL-Shahrani ◽

Ibrahim Awad Eljac ◽

Mohammed Abbas

Keyword(s):

Staff Development ◽

Faculty Development ◽

Development Program ◽

Academic Program ◽

Faculty Members ◽

Multiple Choice Questions ◽

Faculty Development Program ◽

Validated Questionnaire ◽

Interactive Lectures ◽

One Year

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 related to medical education and quality. Usually, there is a presentation on the selected topic over 25 min, followed by a discussion and workshop, and finally, a recommendation is drawn. The inclusion criterion is those studying in the college for a period of more than one year. New joiners and those studying for a period of less than one year were excluded. Faculty members were enrolled optionally and requested to fill a validated questionnaire. Results: The response rate was 92% of total staff. More than 89%, 87%, 86% and 74% thought that the FDAP is useful to them, helps them in addressing academic issues in the faculty, is an enriching experience, and thought that it helps them in constructing high-quality multiple choice questions (MCQs). Finally, 84% were interested in presenting topics in FDP. Conclusion: FDAP was positively perceived by the faculty members of the University Bisha/College of Medicine, since it enriches their experience and satisfies their academic job. Keywords: faculty, development, academic, program, MCQs

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Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

10.21203/rs.3.rs-89935/v1 ◽

2020 ◽

Author(s):

Ali Dabbagh ◽

Seyyedeh Narjes Ahmadizadeh ◽

Faranak Behnaz ◽

Kamal Fani ◽

Mahshid Ghasemi ◽

...

Keyword(s):

Faculty Development ◽

Development Program ◽

Junior Faculty ◽

Academic Program ◽

Faculty Members ◽

Development Programs ◽

Faculty Development Program ◽

Advantages And Disadvantages ◽

Positive Attitudes ◽

Definition Of

Abstract Background: the goal of Faculty Development Programs (FDPs) is to continue to provide the necessary resources to build successful, enjoyable and highly productive career. However, the outcome of implantation of new FDP on the faculties' educational improvement has not been adequately assessed. In this study, we assessed the attitudes of junior faculty members regarding the effect of a departmental FDP on their scholar activities in Department of Anesthesia, Critical Care (DACC), School of Medicine, Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran.Methods: twelve junior faculty members of DACC, SBMU were selected to fill a secure questioner aiming on the following items: 1- Definition of the PDF in one sentence 2- advantages and disadvantages of PDF 3- If FDP has led to improvements in the faculty’s academic function and if yes 4- explaining how. Key words for this questioner have been analyzed and ranked. Then the same faculty members were asked to rank their attitude from one to ten toward the keywords quantitatively; using a table of 32 items.Results: the results of questioner should that nearly all of the faculties considered FDP as a very advantageous academic program. The results were both qualitative and quantitative.Conclusion: faculty members of DACC, SBMU had positive attitudes towards FDP courses and described the course as "a well-designed multilateral academic teamwork thriving ethical, educational, managerial and research-related capacities".

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A Cohort Retrospective Study on the Necessity of a Faculty Development Program for Pharmacy Colleges in Khammam

International Journal of Pharmaceutical Sciences and Nanotechnology ◽

10.37285/ijpsn.2017.10.4.8 ◽

2017 ◽

Vol 10 (4) ◽

pp. 3804-3807

Author(s):

Sai Laxmi Mathukumalli

Keyword(s):

Retrospective Study ◽

Faculty Development ◽

Educational Institution ◽

Development Program ◽

Developed Countries ◽

Faculty Members ◽

Pharmacy Education ◽

Student Diversity ◽

Faculty Development Program ◽

Improved Learning

The important asset of any educational institution, more so of those imparting professional knowledge and skill is its faculty members (Bligh, 2005). Pharmacy is one such professional course witnessing constant research and developments. Therefore, updating of knowledge is of paramount importance for faculty members to keep in pace with these fast developments (Cline 2003). The most effective way of training the faculty is by what is called as faculty development program (FDP). A cohort retrospective study with 2000 students and 88 faculty members from 9 colleges were evaluated on various aspects with the help of a score scale of 0-3. Pearsons coefficient of correlation (R) was applied to the data. Results indicate a significant correlation exists and between student score vs. institutional score for FDP(R=0.8237) and faculty performances vs. institutional score for FDP (R=0.9385) indicating that students and faculty from institutions having an FDP committee and conducting regular FDPs performed well, were more confident and competing well in their carriers. The need for FDP has already been felt in developed countries and necessary steps were taken to establish institutional FDP committees improve educational skills. Studies are very limited for the Indian scenario except an occasional paper (S. S. Agarwal, 2010). Therefore, the present study greatly substantiates other studies concluding that FDPs greatly enhanced teaching performance by instructors and improved learning outcomes for students, high satisfaction and change in the attitude of faculty towards teaching and development of educational skills and their efficient tackling of student diversity with varying cultural and academic background. This study concludes and recommends that educational bodies controlling pharmacy education in India should make FDP committee mandatory in every pharmacy college for better development of the profession.

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The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines

AJP Advances in Physiology Education ◽

10.1152/advan.00024.2010 ◽

2010 ◽

Vol 34 (2) ◽

pp. 35-40 ◽

Cited By ~ 12

Author(s):

Ozlem Sarikaya ◽

Sibel Kalaca ◽

Berrak Ç. Yeğen ◽

Sanda Cali

Keyword(s):

Faculty Development ◽

Student Assessment ◽

Development Program ◽

Faculty Members ◽

Assessment Tools ◽

Structured Learning ◽

Faculty Development Program ◽

Self Assessment ◽

Medical Educators ◽

The Impact

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.

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Applying Addie Model To Evaluate Faculty Development Program

Issues and Ideas in Education ◽

10.15415/iie.2018.61001 ◽

2018 ◽

Vol 6 (1) ◽

pp. 11-28

Author(s):

ATUL BAMRARA ◽

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Development Program ◽

Addie Model

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47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2807 ◽

2007 ◽

Vol 30 (4) ◽

pp. 53

Author(s):

D. Richardson ◽

I. Silver ◽

A. Dionne

Keyword(s):

Program Evaluation ◽

Faculty Development ◽

Program Effectiveness ◽

Teaching Practice ◽

Journal Club ◽

Development Program ◽

Faculty Development Program ◽

Stepping Stones ◽

Certificate Program ◽

The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

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