Journal of Education and Health Promotion

Abstract BACKGROUND: Faculty development programs as useful approaches for organizational development
improved competencies in faculty members which assist them to cope with workload and environment
changes. Evaluating organizational development for faculty development programs provides insight
into the impact of these programs on system development. The aim of present study was conducted
to study the organizational development for faculty development programs at Kerman University of
Medical Sciences.
MATERIALS AND METHODS: This analytical and cross‑sectional study was conducted between
October and December 2020. The organizational development for faculty development questionnaire
was sent to a simple random sampling of 100 faculty members who had been participated in the
“Medical Education Fellowship” program. The data were analyzed using descriptive statistics including
independent sample t‑test, one‑way ANOVA, and post hoc, using version 24.0 of SPSS.
RESULTS: The response rate was 82%. Most of the faculty highly agreed that the “Medical Education
Fellowship” program had produced organizational development. The score of the “Development and
sustaining faculty development programs” domain (mean = 3.35, standard deviation [SD] =0.96) was
higher than “Development and innovation in teaching and learning process” (mean = 3.31, SD = 0.74).
CONCLUSIONS: Specific characteristics of the organizational development process for faculty
development programs in health profession education were recognized. The findings emphasized on
the importance of these interventions on creating developments in the broader community system.

Abstract BACKGROUND: Organizational capacity development is an important outcome of faculty
development programs, but there is a lack of an appropriate instrument for its evaluation.
AIMS AND OBJECTIVES: The aim of this study was to develop a questionnaire to evaluate the
organizational capacity development for faculty development programs and to test its psychometrics.
MATERIALS AND METHODS: The initial capacity development for faculty development
questionnaire (CDQ‑FD) of 26 items was developed based on a literature review and opinion
of experts. Content validity ratio (CVR), content validity index (CVI), content validity index for
items (I‑CVI), and the content validity index for scales (S‑CVI) were computed for content validity.
Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were performed for construct
validation.
RESULTS: The score for CVR, CVI, I‑CVI, and S‑CVI was 0.71, 0.83, 0.87, and 0.90, respectively.
EFA resulted in a three‑factor model with total variance extraction of 64%. Cronbach’s alpha and
Spearman Brown coefficient were investigated for reliability assessment. The Cronbach’s alpha of
overall scale was 0.8 and the test‑retest reliability of the overall scale was 0.78. The final CDQ‑FD
contained 21 items and three categories.
CONCLUSIONS: The CDQ‑FD questionnaire appears to be a valid and reliable instrument for the
evaluation of organizational capacity development for faculty development in the medical education.