Evaluating the impact of faculty development programme initiative: are we really improving skills in MCQ writing?

2021 ◽  
Author(s):  
Faiza Kiran ◽  
Rukhsana Ayub ◽  
Ayesha Rauf ◽  
Khadija Qamar
Keyword(s):  
Faculty Development ◽  
Writing Skills ◽  
Training Session ◽  
Development Program ◽  
Faculty Development Program ◽  
Quality Test ◽  
Test Items ◽  
Feedback Questionnaire ◽  
Item Writing ◽  
The Impact

Objective: This study was done to evaluate the effectiveness of a 3-hour workshop in improving faculty competence in developing high quality test items. Methodology: The study took place in National University of Medical Sciences and its affiliated institutes in Pakistan, during a period of six months in year 2018. It was a descriptive, cross sectional study. A series of seven workshops on quality assurance in writing MCQs was conducted as part of faculty development program, emphasizing hand-on experience and prompt feedback. Participants’ satisfaction was evaluated with a post-workshop feedback questionnaire (Kirkpatrick 1). A self-made structured questionnaire was given as a pre-test and post-test, to check improvement in cognition, behaviour and item writing skills of faculty (Kirkpatrick 2). Paired t test was applied and difference in mean scores of responses was evaluated. Results: Total 141 faculty members were trained.  The training session led to high satisfaction in all elements of workshop, significant improvements in boosting confidence in item writing skills(p=0.000), recognizing parts of MCQs (p=0.000), identifying item writing flaws (p=0.000) and levels of Millers pyramid and blooms taxonomy (p=0.000). Conclusion: Training sessions of short duration are effective in improving the competence of faculty in writing quality test items, provided hands-on experience is built-in and effective feedback is provided.

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 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.

scholarly journals The impact of an international faculty development program on simulation-based healthcare education

2012 ◽  
Vol 34 (6) ◽  
pp. 510-510 ◽  
Author(s):  
Hyun Soo Chung ◽  
S. Barry Issenberg ◽  
Paul Phrampus ◽  
Geoff Miller ◽  
Sang Mo Je ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Healthcare Education ◽  
Faculty Development Program ◽  
International Faculty ◽  
Simulation Based ◽  
The Impact

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 The impact of the stanford faculty development program on ambulatory teaching behavior

2006 ◽  
Vol 21 (5) ◽  
pp. 430-434 ◽  
Author(s):  
Elizabeth P. Berbano ◽  
Robert Browning ◽  
Louis Pangaro ◽  
Jeffrey L. Jackson
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Teaching Behavior ◽  
Ambulatory Teaching ◽  
The Impact

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 ◽  
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 BackgroundAcademic 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. MethodParticipants 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. ResultsThere 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 than 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 get 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).ConclusionsLAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.

Incorporating sustainability content and pedagogy through faculty development

2016 ◽  
Vol 17 (5) ◽  
pp. 582-600 ◽  
Author(s):  
Carol A. Hurney ◽  
Carole Nash ◽  
Christie-Joy B. Hartman ◽  
Edward J. Brantmeier
Keyword(s):  
Faculty Development ◽  
Design Methodology ◽  
Course Design ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Content Type ◽  
Course Redesign ◽  
The Impact ◽  
Integrated Sustainability

Purpose Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program. Findings The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing “real-world” relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit. Research limitations/implications The study did not explore the impact of the program on faculty and student learning. Practical implications The tools presented are practice-ready. Originality/value This study can inform the design and evaluation of other sustainability-related faculty development programs.

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