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

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".

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

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

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 Becoming clinical supervisors: identity learnings from a registrar faculty development program

2020 ◽  
Author(s):  
Christy Noble ◽  
Jessica Young ◽  
Ellen Hourn ◽  
Dale Sheehan
Keyword(s):  
Identity Development ◽  
Faculty Development ◽  
Identity Formation ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Clinical Supervisors ◽  
Curriculum Review ◽  
Dual Identity ◽  
Comprehensive Curriculum

AbstractThis article shares our experiences and surprises as we developed, implemented and evaluated a 12-week faculty development program for registrars as clinical supervisors over three cohorts. The program has consistently been rated highly by participants. Yet, following a comprehensive curriculum review, we were surprised that our goal of encouraging identity development in clinical supervisors seemed to be unmet. Whilst our evaluation suggests that the program made important contributions to the registrars’ knowledge, application and readiness as clinical supervisors, challenges linked to developing a supervisor identity and managing the dual identity of supervisor and clinician remain. In this article we describe our program and argue for the importance of designing faculty development programs to support professional identity formation. We present the findings from our program evaluation and discuss the surprising outcomes and ongoing challenges of developing a cohesive clinical educator identity. Informed by recent evidence and workplace learning theory we critically appraise our program, explain the mechanisms for the unintended outcomes and offer suggestions for improving curricular and pedagogic practices of embedded faculty development programs. A key recommendation is to not only consider identity formation of clinical supervisors from an individualist perspective but also from a social perspective.

scholarly journals Junior faculty core curriculum to enhance faculty development

2017 ◽  
Vol 1 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Ronnie Guillet ◽  
Robert G. Holloway ◽  
Robert A. Gross ◽  
Katie Libby ◽  
Janine R. Shapiro
Keyword(s):  
Faculty Development ◽  
Core Curriculum ◽  
Medical Center ◽  
Development Program ◽  
Junior Faculty ◽  
Faculty Development Program ◽  
Senior Faculty ◽  
Academic Goals ◽  
Course Content ◽  
Long Course

IntroductionSenior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty.MethodsWe established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued.ResultsJunior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interestsConclusionsThe ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.

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 Perception of Dental Faculty on Face-to-Face and Virtual Programs of Faculty Development; A Cross-Sectional Study

2021 ◽  
Vol 12 (01) ◽  
pp. 35-40
Author(s):  
Shaur Sarfaraz ◽  
Muhammad Kashif Nisar ◽  
Samira Adnan ◽  
Sabeen Masood ◽  
Zohaib Khurshid
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Teaching Skills ◽  
Development Programs ◽  
Sectional Study ◽  
Cross Sectional ◽  
Face To Face

Objective: To compare the perception of dental faculty regarding face-to-face and virtual faculty development programs (FDPs) in dental institutes of Karachi. Study design and Setting: A descriptive cross-sectional study was conducted at multiple dental colleges of Karachi.(January to April 2020). Methodology: The study was carried out among 161 faculty members teaching in private dental institutes, using a modified, validated questionnaire with convenient sampling. Data was analyzed on SPSS version 21. Results: The mean age of study participants was 32.31±8.09 years, and teaching experience was 5.01 ± 6.34 years. Majority of the participants had not received any faculty development training (p-value of 0.001). Most of the faculty reported no established faculty development program available either face-to-face or virtually in their respective institute. Majority (28.8 %) of participants perceived that the main barrier for FDPs was the lack of administrative support. However, the facultydesired to enhance their teaching skills, recommending that faculty development programs be made compulsory for all faculty members. The majority of participants (35.43 +ve mean rank) were in favour of face-to-face sessions (p=0.001) but were reluctant towards virtual sessions. Most (49.2 %) of the faculty perceived the foremost benefit of attending FDPs to be improvement in teaching skills and MCQs /EMQs writing. Conclusion: Dental faculty were more inclined towards face-to-face sessions than virtually conducted sessions however, their perception of the utility of FDPs were found to be limited . Moreover, it was that some of the barriers to attend FDPs was faculty determinants like deficient time and dearth of commitment

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

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.

scholarly journals Faculty Development Effectiveness: Insights from a Program Evaluation

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Anupma Wadhwa ◽  
Lopamudra Das ◽  
Savithiri Ratnapalan
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Course Content ◽  
Time Commitment ◽  
Coaching Strategies ◽  
Semistructured Interviews ◽  
Course Format

Background. Faculty development programs are often time and resource intensive. In order to accommodate time constrained clinicians a limited time commitment faculty development program was developed and was shown to be effective in improving participant’s scholarly productivity. Objectives. The objective of this study was to assess participants’ perceptions of why the faculty development program was effective in promoting scholarship in education. Methods. In-depth semistructured interviews of course participants were conducted a year after completing a faculty development program. The interviews were audiotaped and transcribed verbatim. The transcriptions were coded independently by the investigators for dominant themes. The investigators held coding meetings to further refine the themes and discrepancies were handled by referring to the transcripts and reaching consensus. Results. The participants’ satisfaction with the course as described in the interviews correlated with the early satisfaction surveys. Reasons offered for this impact fell into four broad categories: course content, course format, social networking during the course, and the course facilitation coaching strategies to achieve goals. Conclusions. Course focusing on the process, experiential learning, and situating the course facilitator in the role of a functional mentor or coach to complete projects can be effective in facilitating behaviour change after faculty development programs.

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