Factors influencing medical school professors' perceptions of nonface-to-face education method and satisfaction with related faculty development programs

Abstract

Objectives This study aims to conduct an empirical analysis of the factors influencing medical school professors’ perceptions of nonface-to-face (nonF2F) education method effects and satisfaction with nonF2F faculty development programs.
 Methods We conducted a survey of 445 medical school professors who participated in the nonF2F faculty development program from July 2020 to April 2021. For the data analysis, the SPSS 26 program was used to perform reliability, descriptive statistics, correlation, simple, and multiple regression analyses.
 Results First, program design, learning management, and communication with instructors were identified as factors that significantly influence medical school professors’ perceptions of the effectiveness of nonF2F education method. Second, the perception of the effect of nonF2F education method had a statistically significant effect on the satisfaction of nonF2F faculty development programs. Considering various factors for the organization or institution-level learning design, management, and instructors, rather than just one aspect of the nonF2F faculty development program, the degree to which medical professors perceive the effectiveness of nonF2F education method increases.
 Conclusions Training institutions strive for meticulous program design and learning management, and instructors can study strategies to improve communication skills in nonF2F situations, leading learners to positive perceptions of nonF2F education method and high satisfaction with faculty development programs. This study is significant because it has implications for the effective implementation of nonF2F teaching development programs that prepare for the educational environment in the “untact era” and meet demand.