IMPROVE THE QUALITY OF A COURSE INTERTWINING TEACHING, LEARNING, AND RESEARCH. THE FACULTY DEVELOPMENT PROGRAM “A JUMP INTO QUALITY”

2021 ◽  
Author(s):  
Luigina Mortari ◽  
Alessia Bevilacqua ◽  
Roberta Silva
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Teaching Learning

A Virtual Medical Faculty Development Program for Remote Teaching, Pilot for Replication

2020 ◽  
Author(s):  
Nagwa Nashaat Hegazy ◽  
Saeed S.A Soliman ◽  
Samar A Ahmed ◽  
Marwa M Ahmed
Keyword(s):  
Faculty Development ◽  
Generation X ◽  
Online Teaching ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Members ◽  
P Value ◽  
Faculty Development Program ◽  
Significant Difference ◽  
Teaching Learning

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.

scholarly journals Faculty Development course based on Project-based Approach: A Strategy for Implementing Educational Scholarship in Universities of Medical Sciences

2019 ◽  
Author(s):  
F Keshmiri
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Project Based Learning ◽  
Learning Approach ◽  
Faculty Development Program ◽  
Medical Sciences ◽  
Definition Of ◽  
Teaching Learning ◽  
Educational Scholarship ◽  
Empowerment Program

Introduction: The present study aimed to develop an empowerment course based on project-based learning to enhance scholar skills of faculty members. Methods: The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. The faculty development program finalized based on project-based learning approach through consensus of the participants. Result: In the present study, 12 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking. Conclusion: The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems.

scholarly journals Impact of a longitudinal faculty development program on the quality of multiple-choice question item writing in medical education

2021 ◽  
Vol 20 (1) ◽  
pp. 46
Author(s):  
LukmanFemi Owolabi ◽  
Bappa Adamu ◽  
MagajiGarba Taura ◽  
AdamuImam Isa ◽  
AbubakarMuhammed Jibo ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Multiple Choice ◽  
Development Program ◽  
Multiple Choice Question ◽  
Faculty Development Program ◽  
Question Item ◽  
Item Writing

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

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.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Outcomes of a national faculty development program in teaching skills

2004 ◽  
Vol 19 (12) ◽  
pp. 1220-1227 ◽  
Author(s):  
Thomas K. Houston ◽  
Jeanne M. Clark ◽  
Rachel B. Levine ◽  
Gary S. Ferenchick ◽  
Judith L. Bowen ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program

scholarly journals A Faculty Development Program to Train Tutors to Be Discussion Leaders Rather Than Facilitators

2007 ◽  
Vol 82 (5) ◽  
pp. 486-492 ◽  
Author(s):  
Helen M. Shields ◽  
Daniel Guss ◽  
Samuel C. Somers ◽  
B Price Kerfoot ◽  
Brian S. Mandell ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program
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