scholarly journals Fostering Educational Research among Medical Teachers: Evaluation of a Faculty Development Program in India

2016 ◽  
Author(s):  
Tripti K Srivastava
Keyword(s):  
Faculty Development ◽  
Educational Research ◽  
Development Program ◽  
Faculty Development Program ◽  
Medical Teachers

scholarly journals Participant perceptions of the faculty development Educational Research Series

2020 ◽  
Vol 8 (1) ◽  
pp. 221-245
Author(s):  
Nancy Dalgarno ◽  
Corinne Laverty ◽  
Rylan Egan ◽  
Kendall Garton ◽  
Eleftherios Soleas ◽  
...  
Keyword(s):  
Faculty Development ◽  
Educational Research ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Adult Learning Theory ◽  
Academic Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Scholarship Of Teaching ◽  
Individual Support

Interest in the Scholarship of Teaching and Learning (SoTL) is driven in part by the need to provide systematic academic development for faculty anchored in evidence-based practice such as the introduction of quality assurance frameworks. This article reports on a mixed-method evaluation of one institution’s grassroots multidisciplinary faculty development program, called the Educational Research Series, to determine if it met the needs of its faculty, graduate student, and staff participants. Conducted at one mid-sized university in southern Ontario and framed, as was the program design and implementation, by both adult learning theory and constructivism, the evaluation collected data from session exit surveys, attendee interviews, and facilitator focus groups. The data analysis revealed that reasons for participating included increasing levels of understanding, receiving individual support, and learning about colleagues’ research interests. The major strengths of the program included individual learning, resources, facilitator expertise, interactive sessions, and the multidisciplinary focus. The main challenges centered on depth versus breadth of the sessions, time, and educational language and theory. Participants recommended additional resources, communication among facilitators, institutional recognition, and increased depth of content. As a result of this evaluation, an Advanced Educational Research Series is being offered at the institution. This article will inform other institutions wishing to build SoTL as a field within their institutions.

The Stanford faculty development program: A dissemination approach to faculty development for medical teachers

1992 ◽  
Vol 4 (3) ◽  
pp. 180-187 ◽  
Author(s):  
Kelley M. Skeff ◽  
Georgette A. Stratos ◽  
Merlynn R. Bergen ◽  
Cheryl L. Albright ◽  
Judith Berman ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Medical Teachers

scholarly journals Current Status of Faculty Development Events in Different Medical Institutions of Bangladesh

2020 ◽  
Vol 11 (2) ◽  
pp. 14-20
Author(s):  
Wakil Ahmed ◽  
Zinat Rehana Shipu ◽  
Syed Zakir Hossain ◽  
Syeda Afroza ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Cross Sectional Study ◽  
Current Status ◽  
Faculty Development Program ◽  
Development Activity ◽  
Cross Sectional ◽  
Medical Institutions ◽  
Depth Interview ◽  
Medical Teachers

Objective: To assess the current status of faculty development events in different Medical institutions of Bangladesh among the medical teachers. Methods: This cross sectional study was carried out in four medical Institutions situated in Dhaka city and outside Dhaka. Total respondents were 120 teachers working in medical colleges and institute. Opinion of one hundred teachers working in preclinical, para clinical and clinical departments were collected by self administered semi structured questionnaire. Twenty (20) teachers were selected for in depth interview. Results: Study revealed that thirty eight percent of medical teachers attended in Faculty Development (FD) activity within one year whereas sixty two percent did not participate in any FD activity. Among the attended teachers in FD activity 65.8% teacher attended by self initiative and 63.2% were by self funding. All of them mentioned that it was beneficial to them. Twenty percent of medical teachers told in in depth interview that they have no clear cut idea about faculty development activity. Among the respondents, majority (80%) in in-depth interview and 68% in questionnaires) of the teachers thought that the existing activity in their institution is effective to some extent and few respondents (20%) in in-depth and 3% in questionnaires) thought that it is very effective. They also highlighted the areas which should be emphasized for faculty development includes: assessment, professional development, teaching material development etc. Majority of teachers in both the groups in in-depth interview (80%) and in-structured questionnaires (99%) opined that a well organized faculty development program is a needed for medical teachers. Conclusion and recommendation: Existing faculty development activities in different institutions are not very effective. A well-organized faculty development program is a need for medical teachers. A proper policy level guidelines for at periodic training for the teachers can improve faculty development of different institutions. Bangladesh Journal of Medical Education Vol.11(2) 2020: 14-20

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 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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