Abstract
The professional development of faculty is progressively noticeable in both higher and health profession education. The monitoring of faculty development activities could enhance their effectiveness and contribute to the education quality. This study aimed to address a faculty development program regarding four active learning-based approaches and their impact on three undergraduate medical and health-related programs. <strong>Methods:</strong> Following the implementation of the faculty development program, it was evaluated based on the first three levels of Kirkpatrick’s Model. The program development was underpinned by the training needs assessment of the faculty. <strong>Results:</strong> The results of the evaluation using the Kirkpatrick model (reaction, learning, behaviour, and actions) were informative. The response rate by faculty was 100%. Overall, faculty satisfaction with their development activities (Kirkpatrick 1st level) was 91%. The results of the T-tests of the Faculty Development Programs (FDPs) were statistically significant (p&lt;0.05). The gain and transfer of knowledge in the workplace were ensured. <strong>Discussion and Conclusion:</strong> This research provided valuable information regarding the impact of faculty development activities on the faculty from various perspectives. The current study endorses the faculty development program’s positive impact on the performance of the faculty, teaching effectiveness, and increased the increased student satisfaction about active learning-based teaching.
Highlights
In higher education, change becomes a ceaseless phenomenon[1]
Staff Development Unit (SDU) develops a comprehensive yearly Faculty Development Programs (FDPs) to enhance their professional skills in various perspectives
The results showed that the three workshops’ T-tests were statistically significant, and these results indicated an improvement in faculty’s knowledge after workshop conduction (Table 3)
Summary
Change becomes a ceaseless phenomenon[1]. Several global changes led to numerous challenges affecting the academics’ performance effectiveness. Faculty need to cope with these challenges, to ensure their best teaching standards[2,3]. Active learning-based approaches help Students, as adult learners, actively engage, critically think, and successfully achieve their learning outcomes[4,5]. These approaches include interactive lectures, Small-group discussions, Flipped Classes[6,7], Team-Based Learning (TBL), and Problem-Based Learning (PBL)[8]. Researchers are progressively investigating factors associated with teaching quality to improve student achievement[9]
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