Journal of Education and Health Promotion

Organizational impact of faculty development programs on the medical teacher’s competencies

Document Type : Original Article

Author

. Mahla Salajegheh

Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran

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.

Keywords

Empowerment
faculty
medical education
program evaluations
questionnaire
staff development
  1. van Bruggen L, Ten Cate O, Chen HC. Developing a Novel 4‑C
    framework to enhance participation in faculty development.
    Teach Learn Med 2020;32:371‑9.
    2. Baker L, Leslie K, Panisko D, Walsh A, Wong A, Stubbs B,
    et al. Exploring faculty developers’ experiences to inform our
    understanding of competence in faculty development. Acad Med
    2018;93:265‑73.
    3. Steinert Y. Faculty development: From rubies to oak. Med Teach
    2020;42:429‑35.
    4. Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A,
    Naismith L, et al. A systematic review of faculty development
    initiatives designed to enhance teaching effectiveness: A 10‑year
    update: BEME Guide No. 40. Med Teach 2016;38:769‑86.
    5. Salajegheh M, Mirzazadeh A, GandomkarR. Evaluation of faculty
    development programs in medical education: A review study.
    Iran J Med Educ 2018;18:435‑45.
    6. Sarikaya O, Kalaca S, Yegen BC, Cali S. The impact of a faculty
    development program: Evaluation based on the self‑assessment
    of medical educators from preclinical and clinical disciplines. Adv
    Physiol Educ 2010;34:35‑40.
    7. Moore P, Montero L, Triviño X, Sirhan M, Leiva L. Impact beyond
    the objectives: A qualitative study of a faculty development
    program in medical education. Rev Med Chil 2014;142:336‑43.
    8. Abu‑Rish Blakeney E, Pfeifle A, Jones M, Hall LW, Zierler BK.
    Findings from a mixed‑methods study of an interprofessional
    faculty development program. J Interprof Care 2016;30:83‑9.
    9. Saiki T, Imafuku R, Pickering J, Suzuki Y, Steinert Y. On‑site
    observational learning in faculty development: Impact of an
    international program on clinical teaching in medicine. J Contin
    Educ Health Prof 2019;39:144‑51.
    10. Lee SS, Dong C, Yeo SP, Gwee MC, Samarasekera DD. Impact of
    faculty development programs for positive behavioural changes
    among teachers: A case study. Korean J Med Educ 2018;30:11‑22.
    11. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M,
    et al. A systematic review of faculty development initiatives
    designed to improve teaching effectiveness in medical education:
    BEME Guide No. 8. Med Teach 2006;28:497‑526.
    12. Jolly B. Faculty development for organizational change. In:
    Steinert Y, editor. Faculty Development in the Health Professions:
    A Focus on Research and Practice. Dordrecht: Springer; 2014.
    p. 119‑37.
    13. Olupeliyawa AM, Venkateswaran S, Wai N, Mendis K, Flynn E,
    Hu W. Transferability of faculty development resources. Clin
    Teach 2020;17:86‑91.
    14. AmbarsarieR, MustikaR, Soemantri D. Formulating a need‑based
    faculty development model for medical schools in Indonesia.
    Malays J Med Sci 2019;26:90‑100.
    15. Salajegheh M, Gandomkar R, Mirzazadeh A, Sandars J.
    Identification of capacity development indicators for faculty
    development programs: A nominal group technique study. BMC
    Med Educ 2020;20:163.
    16. BurdickWP, Morahan PS, NorciniJJ. Capacity building in medical
    education and health outcomes in developing countries: The
    missing link. Educ Health (Abingdon) 2007;20:65.
    17. Frantz JM, Bezuidenhout J, Burch VC, Mthembu S, Rowe M,
    Tan C, et al. The impact of a faculty development program for
    health professions educators in subSaharan Africa: An archival
    study. BMC Med Educ 2015;15:28.
    18. Frantz J, Rhoda A, Sandars J, MurdochEaton DB, Marshall M,
    Burch VC. Understanding faculty development as capacity
    development: A case study from South Africa. Afr J Health Prof
    Educ 2019;11:53‑6.
    19. Dehghani MR, Salajegheh M, Fasihi Harandi M, Bahaadinbeigy K,
    Bahman Bijari B, Shakiba Z, et al. Design, implementation,
    and evaluation of a medical education fellowship program
    for the faculty members of Kerman University of medical
    sciences based on the Kirkpatrick model. Strides Dev Med Educ
    2018;15(1): e64668.1-6.
    20. Salajegheh M, Gandomkar R, Mirzazadeh A, Sandars J. Capacity
    development indicators for faculty development programs:
    A narrative review. In: Annual Association for Medical Education
    in Europe. Switzerland: Congress Center Basel; 2018. p. 25‑9.
  2. 21. Salajegheh M, Sandars J, NorouziA, MirzazadehA, GandomkarR.
    Psychometric evaluation of a questionnaire to evaluate
    organizational capacity development for faculty development
    programs. J Educ Health Promot 2020;9:233.
    22. Tax CL, Doucette H, Neish NR, Maillet JP. A model for cultivating
    dental hygiene faculty development within a community of
    practice. J Dent Educ 2012;76:311‑21.
    23. Lown BA, Newman LR, Hatem CJ. The personal and professional
    impact of a fellowship in medical education. Acad Med
    2009;84:1089‑97.
    24. Bolander Laksov K, Elmberger A, Liljedahl M, Björck E. Shifting
    to team‑based faculty development: A programme designed
    to facilitate change in medical education. High Edu Res Dev
    2020;24:1‑5.
Journal of Education and Health Promotion
Volume 11, Issue 10
November 2021
Pages 1-5

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us