scholarly journals Organizing online faculty development programs to strengthen medical education in India: Need of the hour

2020 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
SaurabhRamBihariLal Shrivastava ◽  
PrateekSaurabh Shrivastava
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Online Faculty ◽  
Development Programs ◽  
Online Faculty Development ◽  
Education In India

Online Faculty Development

2013 ◽  
Vol 3 (4) ◽  
pp. 24-29
Author(s):  
Chnimay Shah ◽  
Rashmi Vyas
Keyword(s):  
Faculty Development ◽  
Journal Club ◽  
Health Professions ◽  
Health Professions Education ◽  
Online Faculty ◽  
Development Programs ◽  
Online Journal ◽  
Education And Health ◽  
Online Faculty Development ◽  
Medical Educators

Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.

scholarly journals Faculty development programs for implementing competency based medical education in India: challenges and opportunities

2021 ◽  
Vol 8 (6) ◽  
pp. 3163
Author(s):  
Manjunatha S. Nagaraja ◽  
Revathi Devi M. L.
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Transfer Of Learning ◽  
Faculty Training ◽  
Medical Council ◽  
Development Programs ◽  
Competency Based Medical Education ◽  
Challenges And Opportunities ◽  
Education In India ◽  
Competency Based

India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

scholarly journals Getting Started With Online Faculty Development

2015 ◽  
Vol 7 (4) ◽  
pp. 671-672 ◽  
Author(s):  
Larry C. Hurtubise ◽  
Teri L. Turner ◽  
Cynthia H. Ledford ◽  
John D. Mahan
Keyword(s):  
Faculty Development ◽  
Online Faculty ◽  
Online Faculty Development

scholarly journals Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

2018 ◽  
Vol 84 (1) ◽  
pp. 183 ◽  
Author(s):  
Antony Matsika ◽  
Kusum Nathoo ◽  
Margaret Borok ◽  
Thokozile Mashaah ◽  
Felix Madya ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Health Sciences ◽  
Development Programs ◽  
The University ◽  
University Of Zimbabwe

scholarly journals Short versus long video-based lectures as a tool for faculty development during COVID-19 pandemic

2021 ◽  
Vol 8 (5) ◽  
pp. 2576
Author(s):  
Ayman Z. Elsamanoudy ◽  
Rasha A. Aboukamer ◽  
Mohammed A. Hassanien
Keyword(s):  
Faculty Development ◽  
Advanced Technology ◽  
Online Faculty ◽  
Audience Engagement ◽  
Average Percentage ◽  
Development Tool ◽  
Online Faculty Development ◽  
The Mean

With emerge of the COVID-19 pandemic, video-based lectures (VBLs) was widely used as an effective online faculty development tool. VBLs varies from short videos (5-minute) to the long one (1-2 hours). So, the current study aims to evaluate the effectiveness of long VBLs versus short VBLs. A total of 21 short (9) and long (12) VBLs were produced, in 2020, by the authors. The metadata for all of VBLs was downloaded from YouTube [VBLs overview data, audiences’ engagement data, and audience retention (AR) report]. The viewership data included the number of views (4800), watch time by hours (173.6), males to females’ ratio (79/21), the number of the subscribers (157), the video length (2.9±1.2 minutes), number of viewers (241.1±157.8), and the watch time (5.1±3.3 hours). The audience retention is presented as average view duration (1.1±0.4 hours) and average percentage view (42.8±7.9%). Lastly, audience engagement is represented by the number of subscribers (6.4±7.4), likes (9.7±8.0), and dislikes (0.3±0.7). The comparison of the mean audience retention and engagement between short and long VBLs showed that short VBLs had significantly higher number of subscribers and likes as well as the average percentage views in comparison to long VBLs. We could conclude that short VBLs are more effective and efficient as a regard audience retention and engagement. Moreover, the more use of advanced technology for video development makes it more engaging.

scholarly journals Faculty Development: Social Representations Constructed by Medical School Teachers

2019 ◽  
Vol 43 (2) ◽  
pp. 176-186 ◽  
Author(s):  
Maria Tereza Carvalho Almeida ◽  
Fernanda Alves Maia ◽  
Ernesto José Hoffman ◽  
Ana Tereza Fernandes Barbosa ◽  
Cristina Andrade Sampaio ◽  
...  
Keyword(s):  
Medical Education ◽  
Discourse Analysis ◽  
Faculty Development ◽  
Personal Development ◽  
Social Representations ◽  
Institutional Development ◽  
Structured Interview ◽  
Social Representation ◽  
Development Programs ◽  
The Social

ABSTRACT Faculty Development seeks to support educators in a range of functions in the areas of teaching, research, extension, management and evaluation. The aim of this study was to evaluate faculty development based on the social representations constructed by the teachers of a medical course. A qualitative survey was carried out, using the analytical method of discourse analysis and social representation as a theoretical contribution. Twelve teachers were randomly selected, and a semi-structured interview was conducted for the data collection. The responses, recorded in audio, were transcribed and discourse analysis was performed with the aim of mapping the social representations constructed by the subjects. The social representations were grouped into two categories: institutional development and personal development. Within the category institutional development, three subcategories were identified: Guiding principles of Faculty Development Programs, Teaching-learning strategies used in Faculty Development Programs, and Skills to be developed by faculty. Within the category Personal development, two subcategories were identified: Development as a person and as a social being, and Professional development. Over the years, a variety of social representations have been constructed in relation to the nature of teaching in medical education, but it is only in recent decades that managers and teachers of educational institutions have begun to focus more closely on this topic. In the present study, it was observed that for faculty development to be effective, the educator must have a desire to learn; however, institutional support and recognition are also essential. Faculty Development Programs must be flexible and adaptable, to meet the needs of the institution and its professors, and encourage reflection on their practices, though the exchange of experiences, the development of interpersonal relationships, and collaboration. However, it is vital to identify and facilitate the development of leadership skills, and to systematically evaluate the process and the results achieved. This will encourage teachers to develop in their academic careers and thereby increase the professionalization of teaching. Managers and teachers can sustain a shared mission to win resources, adapt to change, strive for excellence in the leadership of the organization in a national and international context, and consequently, provide a quality medical education.

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