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"Faculty Development"
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Exploring faculty development initiatives in medical education in resource-limited settings: perspectives and challenges
Background
Faculty Development Programs (FDPs) are integral to institutional priorities to support staff members in leveraging the skills necessary to deliver quality education and enhance the overall learning experience. Little is known about their impact in resource-limited settings. Therefore, the objective of this study was to evaluate the perceptions of medical and health faculty members in Sudan toward FDPs by exploring their views on their performance, the learning environment, and the challenges hindering program implementation.
Method
A descriptive, cross-sectional survey consisting of twenty-six items was used to collect data from faculty members to assess their perceptions of the FDPs.
Result
There was a 77% response rate (
n
= 103) to the survey from the targeted sample size of 134. Most of the staff members (90.3%,
n
= 93) perceive FDP activities as beneficial for enhancing their teaching abilities, while 70.9% (
n
= 73) see improvement in research practices, and 54.4% (
n
= 56) observe benefits to their clinical skills. Fewer respondents (46.6%,
n
= 48) reported improvements in their scientific publications. However, several challenges were identified, with time constraints perceived as a major obstacle to effective program implementation.
Conclusion
In a resource-limited setting, evaluating the program’s effectiveness plays a pivotal role in improving its activities. Providing additional resources, enhancing institutional support, and improving accessibility to activities can strengthen the program’s success, ultimately benefiting both staff and students. These insights may offer valuable guidance for institutions facing similar constraints.
Journal Article
How to succeed in academics
\"This new edition of How to Succeed in Academics provides up-to-date mentoring on all aspects of a successful academic career, particularly a career in the sciences. Linda L. McCabe and Edward R. B. McCabe bring decades of expertise and experience to such topics as marketing your ideas through posters, talks, manuscripts, and grant proposals; developing strategies for applying, interviewing, and negotiating for training programs and jobs; establishing professional networks and seeking leadership opportunities; improving your teaching, speaking, and writing skills; and setting goals and creating schedules to achieve them.\" -- Publisher's description.
Book
Enhancing clinical faculties’ knowledge, attitudes, and performance in clinical supervision: a workplace-based faculty development program using proctor’s model
Background
Clinical supervision is crucial for developing medical trainees’ independence. Faculty development programs can enhance faculty performance by changing their faculty attitudes and knowledge. This study examined the impact of such programs on pediatric faculty members’ supervisory knowledge, attitudes, and performance.
Methods
This was a quasi-experimental, pre-post, single-group study. The participants included 20 pediatric faculty members conveniently selected from the Isfahan University of Medical Sciences in Iran. The program’s design used the Proctor model and ASSURE instructional design model. The 34-day program was delivered in a blended format (online and workplace) and included feedback. An observational checklist was used to assess faculty performance, and a self-report questionnaire was used to measure faculty members’ knowledge and attitudes toward clinical supervision. Paired t-tests, independent t-tests, Spearman correlation coefficients, Cohen’s -d values, and descriptive statistics were used.
Results
The mean self-reported scores of knowledge (before: 5.55 ± 2.31, after: 8.25 ± 1.53) and attitudes (before: 4.07 ± 0.52, after: 4.28 ± 0.43) among faculty members increased significantly after the development program. Additionally, 90.63% of the faculty members applied the components of the Proctor model of clinical supervision.
Conclusion
These results suggest that structured faculty development programs can improve faculty knowledge, attitudes, and performance in clinical supervision.
Journal Article
Academic inbreeding and mobility in higher education : global perspectives
\"Academic inbreeding - hiring and promoting one's own graduates - is generally seen as a negative for academic quality and for universities - it is considered as unhealthy for universities as it is in the natural world. Yet it is remarkably widespread across the globe. This book is the first full scale international analysis of the phenomenon of inbreeding. Research from eight countries (including Argentina, China, Japan, Russia, Slovenia, South Africa, Spain and Ukraine) where inbreeding is common examines the phenomenon from a variety of perspectives, tracking its causes: historical tradition, the lack of a national labour market, the limited number of advanced degree holders, and others. Research shows that inbred faculties are not necessarily less productive than their non-inbred peers, but that inbreeding seems to foster hierarchy and a lack of innovative ideas\"-- Provided by publisher.
Book
Coaching: a new model for academic and career achievement
Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning.
Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction.
We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly.
Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.
Journal Article
Training academic staff for effective feedback in workplace-based assessment: a study in Bhutan
Introduction
The feedback plays a critical role in competency-based education in both undergraduate and Postgraduate medical education. The study explores the impact of a faculty development program on feedback practices of residents and faculty of ENT and ER medicine at Gyalpo University of Medical Sciences of Bhutan (KGUMSB).
Methods
This mixed method study was conducted in two departments with 14 faculty members participating in the study. The questionnaire was used to obtain the perception of feedback before and after a Faculty Development Training (FDT) on good feedback practices. Student “t” test was used to compare the feedback perception at day 0 and 6 months and the responses were qualitatively analyzed using thematic analysis.
Results
(a) Quantitative
: The confidence of faculty to provide feedback improved significantly after FDT as compared to before FDT and it persisted in the same for 6 months (
p
-value 0.041 and
p
-value 0.027 respectively). The overall perception of feedback as a tool significantly changed positively after FDT and at 6 months (
p
-value
p
-value = 0.000).
(b) Qualitative
: Two thematic areas of process and teaching-learning were analyzed. Faculty showed improved and more focused feedback after training, but signs of decline by 6 months highlighted the need for refresher training. Feedback initially improved for residents, as it became more constructive and useful, though by 6 months, it showed potential for further refinement and consistency.
55 -Conclusions
The findings from this study are suggestive that feedback may have excellent potential as a tool for enhanced student learning in WPBA encounters.
Journal Article
Developing faculty in liberal arts colleges : aligning individual needs and organizational goals
\"Developing Faculty Members in Liberal Arts Colleges analyzes the career stage challenges these faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service to become academic leaders in their discipline and at these distinctive institutions. Drawing on research conducted at the thirteen institutions of the Great Lakes Colleges Association, Vicki L. Baker, Laura Gail Lunsford, and Meghan J. Pifer propose a compelling Alignment Framework for Faculty Development in Liberal Arts Colleges to show how these colleges succeed--or sometimes fail--in providing their faculties with the right support to be successful\"-- Provided by publisher.
Book
Faculty development in health professions education: exploring need assessment, challenges, and opportunities in Vietnam
Background
Faculty development (FD) is essential for strengthening health professions education, yet context specific evidence from emerging medical schools in lower- and middle-income settings remains limited. This study aimed to identify faculty development needs, perceived barriers, and preferred delivery formats at the College of Health Sciences, VinUniversity, with the goal of informing contextually appropriate program design.
Methods
A descriptive cross-sectional needs assessment was conducted using an electronic survey that addressed faculty development needs in teaching, research, and leadership; perceived barriers to accessing development initiatives; and preferred formats for organizing training programs.
Results
From 350 faculty members invited, 121 participated (response rate: 34.6%), representing a diverse range of disciplines. Across all domains, faculty rated most development topics as important or very important, with the highest mean scores observed for teaching evidence-based medicine, clinical teaching and supervision, assessment design, research methodology and international research collaboration. The study also identified significant barriers to FD such as time constraints (80%), language challenges in English-delivered programs (31%), and high program costs (36%). Despite these barriers, there was a notable preference for interactive training formats, with workshops and seminars (76%), and hands-on training (75%) being the most favored. Notably, 76% of respondents were willing to serve as trainers, indicating promising potential for peer-led FD initiatives. Qualitative analysis highlighted four themes: the need to prioritize clinical and adjunct faculty, the impact of workload and limited institutional support, demand for structured pedagogical and research training with international linkages, and the importance of linguistically and culturally adapted programs.
Conclusion
This study identifies convergent faculty development priorities, barriers, and preferred strategies in a Vietnamese health professions context. The findings point to the value of flexible, affordable, and bilingual initiatives that emphasize core teaching, research, and leadership skills, explicitly target clinical and adjunct faculty, and make use of interactive and peer led formats. Multi institutional and longitudinal studies are warranted to examine how such programs can be implemented and to assess their impact on faculty practice and educational outcomes in similar settings.
Journal Article