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 The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Judy Tung ◽  
Musarrat Nahid ◽  
Mangala Rajan ◽  
Lia Logio
Keyword(s):  
Faculty Development ◽  
Proportional Hazards ◽  
Development Program ◽  
Cox Proportional Hazards ◽  
Academic Rank ◽  
Faculty Development Program ◽  
Kaplan Meier ◽  
Significant Difference ◽  
Institutional Retention ◽  
The Impact

Abstract Background Academic medical centers invest considerably in faculty development efforts to support the career success and promotion of their faculty, and to minimize faculty attrition. This study evaluated the impact of a faculty development program called the Leadership in Academic Medicine Program (LAMP) on participants’ (1) self-ratings of efficacy, (2) promotion in academic rank, and (3) institutional retention. Method Participants from the 2013–2020 LAMP cohorts were surveyed pre and post program to assess their level of agreement with statements that spanned domains of self-awareness, self-efficacy, satisfaction with work and work environment. Pre and post responses were compared using McNemar’s tests. Changes in scores across gender were compared using Wilcoxon Rank Sum/Mann-Whitney tests. LAMP participants were matched to nonparticipant controls by gender, rank, department, and time of hire to compare promotions in academic rank and departures from the organization. Kaplan Meier curves and Cox proportional hazards models were used to examine differences. Results There were significant improvements in almost all self-ratings on program surveys (p < 0.05). Greatest improvements were seen in “understand the promotions process” (36% vs. 94%), “comfortable negotiating” (35% vs. 74%), and “time management” (55% vs. 92%). There were no statistically significant differences in improvements by gender, however women faculty rated themselves lower on all pre-program items compared to men. There was significant difference found in time-to-next promotion (p = 0.003) between LAMP participants and controls. Kaplan-Meier analysis demonstrated that LAMP faculty achieved next promotion more often and faster than controls. Cox-proportional-hazards analyses found that LAMP faculty were 61% more likely to be promoted than controls (hazard ratio [HR] 1.61, 95% confidence interval [CI] 1.16–2.23, p-value = 0.004). There was significant difference found in time-to-departure (p < 0.0001) with LAMP faculty retained more often and for longer periods. LAMP faculty were 77% less likely to leave compared to controls (HR 0.23, 95% CI 0.16–0.34, p < 0.0001). Conclusions LAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.

Evaluation of a Medical Faculty Development Program

1992 ◽  
Vol 15 (3) ◽  
pp. 350-366 ◽  
Author(s):  
Kelley M. Skeff ◽  
Georgetite A. Stratos ◽  
Merlynn R. Bergen
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Development Program

Mounting Need Assessment of Medical Faculty: to Shift from Tradtional to Integrated Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3469-3472
Author(s):  
Najma Naz ◽  
Asif Mahmood ◽  
Nasrullah Khan ◽  
Shan E Zohra ◽  
Tariq Saeed ◽  
...  
Keyword(s):  
Faculty Development ◽  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Development Program ◽  
Cross Sectional Study ◽  
Community Services ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional ◽  
Need Assessment

Introduction: FDP is an integral part of any organization to improve the expertise and skills of the faculty that is needed to indorse educational excellence. It is an important tool to enhance student learning and ultimate patient care. To get maximum benefit it must be well formed, properly executed and evaluated. Needs of faculty and institution play important role in organizing faculty development program. Aims & Objective. Current study was conducted to explore professional needs of medical faculty required for implementation of integrated curriculum in various medical colleges of Lahore. Material & Method: This is a descriptive cross sectional study conducted during the period of August to October 2019. Online google form was developed to identify the area of concern. It has two parts, demographic and faculty need assessment. Need assessment questionnaire having six domain (teaching and learning, assessment, curriculum, research, publication and community services) that comprises of 38 items. Each item has five point Likert scale (Strongly disagree to strongly agree). Link of this form was share with the medical faculty through whatsApp and email. Medical teaching faculty were asked to fill the survey form. Result: The response rate was 73%. All Participants exhibited more interest in areas especially teaching competance(70%), publication competence(78%), community services(69%). Whereas express comparatively less interest in research competence(63%), curriculum(63%) and assessment(60%). Conclusion: Need assessment is basic and fundamental part of any FDP. This survey enabled us to identify the concerns of our faculty and areas that needs enhancement in faculty development program. Keywords: Faculty development program, integrated curriculum , need assesssment

Comprehensive Faculty Development

2020 ◽  
pp. 25-36 ◽  
Author(s):  
Desiree' Caldwell ◽  
Mary Sortino ◽  
Jill Winnington ◽  
Tiffany J. Cresswell-Yeager
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Result ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Strategic Approach ◽  
Training And Support ◽  
The University

There is a significant need for faculty development and support as it relates to online teaching. Researchers assert that the success of online education may be a direct result of the training and support of the institution's faculty. Higher education institutions implement a variety of online faculty development practices; however, little is known about which practices are seen as the most effective and efficient. In this chapter, the authors propose a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. The purpose of this chapter is to provide new insights to support faculty. The authors identify evidence-based strategies to incorporate adjunct and full-time online faculty into the university community. In addition, the authors share their experiences developing a comprehensive faculty development plan.

scholarly journals e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Christian Rapp ◽  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Large Scale ◽  
Development Program ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Faculty Development Program ◽  
Technological Infrastructure ◽  
Higher Education System ◽  
Face To Face

<p class="2">The situation in Ukraine poses severe problems to the higher education system and to students in Eastern Ukraine. Many students and academicians had been compelled to leave their university buildings and move westwards. Hence, they are forced to substitute face-to-face teaching with distance learning, often on a large scale, but within a short span of time and with limited resources. While technical/technological infrastructure often exists, know-how about conducting online teaching and respective faculty development is often found to be lacking. Within the framework of a project funded by the Swiss National Science Foundation (SNSF), a faculty development program developed in Turkey as an Open Educational Resource (e-Tutor) was adopted in three languages (English, Ukrainian, and Russian) to support qualifying university staff in teaching online. e-Tutor comprises of 14 modules, each with various content, covering different aspects of online teaching. In the following note, we briefly present the program along with the context, target group/aims, concept, genesis, initial experiences, and further development.</p>

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

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.

scholarly journals Challenges in implementation of Competency Based Medical Education – A Cross Sectional survey among medical faculty in India

2021 ◽  
Author(s):  
sangeetha kandasamy ◽  
A.Precilla Catherine ◽  
Shivkumar Gopalakrishnan
Keyword(s):  
Medical Education ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Significant Difference ◽  
Competency Based ◽  
Teaching Faculty

Abstract Background. In India, Competency Based Medical Education (CBME) is gaining foothold to transform the medical student into a doctor fulfilling community and societal needs. With that end in view the teaching faculty are getting sensitized and trained by the National Faculty Development Program (FDP). Objectives. To assess the awareness about FDP among teaching faculty in medical colleges. To study the attitude & perceived barriers to implementation of CBME. Methods. This questionnaire based multicentric cross sectional study was conducted among teaching faculties in Indian medical institutes. Electronic media [Google forms] was used to disseminate the questionaire. Attitudinal and perceptional differences were internally compared among the faculties.Results. Among 251 participants 90.2% faculties from private institutes had undergone FDP significantly more than those from Government sector (p=0.008). We observed that 92.4% were aware, 80.2 % had undergone Curriculum Implementation Support Program (CISP) and 95.2% did agree that CBME will improve the medical education system.Major challenges perceived were high student to faculty ratio (67.7%), ill developed infrastructure (41.4%) and difficulties in assessment (41.1%). The popular solutions suggested were to increase faculty strength (73.7%), improve infrastructure (69.3%), extra remuneration (35.9 %) and increase administrative support (30.7%). There were significant difference of opinions between teaching faculty of government and private sector (p=0.017).Conclusion. Most of the medical faculty are aware of the need and have acquired a positive attitude to enforcement of CBME. However significant barriers do exist in the form of manpower and resources which need to be addressed.

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