Abstract
Introduction: Instructors in the health professions today must acquire knowledge and competencies. The domains necessary are teaching, assessment, curriculum support, organizational leadership, and mentoring. Most Health professions Educational Institutions support faculty development programs as a way of providing opportunities for professional and personal growth in knowledge, skills, motivation, attitude, and innovation. Method: This is a Questionnaire based study. Two sets of questions were prepared. Questions were validated and assessed for reliability. Total Number - 640, Administrators - 120, Faculty- 520 Result: Number of responses recorded - 423/640 (66.09%), Faculty - 349/520 (67.11%), Administrators -74/120 (61.66%). Faculty; It is clear that only roles of teacher and presumed benefits of FDP's were observed to be significant. Significance is noticed in items roles of teacher and Newer contents of FDP. The respondents who had attended MCI have opinionated that it is the role of the teacher to fulfil the FDP and there are some newer content areas that should be covered in FDP. Administrators; only significance is noticed with respect to the respondents who had attended NCI/DCI and they felt that it is better to organize FDP's. Clinical faculty felt that specialized FDP's are to be organized. Conclusion: The need for faculty development is universal and it is clear by the responses given by the faculty.
Highlights
Instructors in the health professions today must acquire knowledge and competencies
The need for faculty development is universal and it is clear by the responses given by the faculty
Professional training programs for faculty members have become essential to higher education institutions in order to be able to compete in this ever-changing world
Summary
Instructors in the health professions today must acquire knowledge and competencies. The domains necessary are teaching, assessment, curriculum support, organizational leadership, and mentoring. Most Health professions Educational Institutions support faculty development programs as a way of providing opportunities for professional and personal growth in knowledge, skills, motivation, attitude, and innovation. The primary purpose of Faculty Development programs is to improve skills in instructions and professionalization of the educational activities of health professionals in colleges of medicine, dentistry, pharmacy, nursing, physical therapy, and other health professions schools (Laura, 2007; Hauer, 2008; Stritter, 1983). This will obviously benefit students and improve their performance. Many studies have reported on the characteristics of effective medical teachers
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