Faculty Development: Social Representations Constructed by Medical School Teachers

Maria Tereza Carvalho Almeida,Ana Tereza Fernandes Barbosa,João Felício Rodrigues Neto,Lucas Gabriel Duarte Ramos,Fernanda Alves Maia,Ernesto José Hoffman,Cristina Andrade Sampaio

doi:10.1590/1981-52712015v43n2rb20180101ingles

Maria Tereza Carvalho Almeida, Ana Tereza Fernandes Barbosa + Show 5 more

Open Access

https://doi.org/10.1590/1981-52712015v43n2rb20180101ingles

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Abstract

ABSTRACT Faculty Development seeks to support educators in a range of functions in the areas of teaching, research, extension, management and evaluation. The aim of this study was to evaluate faculty development based on the social representations constructed by the teachers of a medical course. A qualitative survey was carried out, using the analytical method of discourse analysis and social representation as a theoretical contribution. Twelve teachers were randomly selected, and a semi-structured interview was conducted for the data collection. The responses, recorded in audio, were transcribed and discourse analysis was performed with the aim of mapping the social representations constructed by the subjects. The social representations were grouped into two categories: institutional development and personal development. Within the category institutional development, three subcategories were identified: Guiding principles of Faculty Development Programs, Teaching-learning strategies used in Faculty Development Programs, and Skills to be developed by faculty. Within the category Personal development, two subcategories were identified: Development as a person and as a social being, and Professional development. Over the years, a variety of social representations have been constructed in relation to the nature of teaching in medical education, but it is only in recent decades that managers and teachers of educational institutions have begun to focus more closely on this topic. In the present study, it was observed that for faculty development to be effective, the educator must have a desire to learn; however, institutional support and recognition are also essential. Faculty Development Programs must be flexible and adaptable, to meet the needs of the institution and its professors, and encourage reflection on their practices, though the exchange of experiences, the development of interpersonal relationships, and collaboration. However, it is vital to identify and facilitate the development of leadership skills, and to systematically evaluate the process and the results achieved. This will encourage teachers to develop in their academic careers and thereby increase the professionalization of teaching. Managers and teachers can sustain a shared mission to win resources, adapt to change, strive for excellence in the leadership of the organization in a national and international context, and consequently, provide a quality medical education.

Highlights

To achieve an education of excellence, it is necessary to ensure qualified teaching and institutional management, and trained educators with the skills required to facilitate learning conditions that promote quality education[1]
The social representations (SR) constructed by these subjects in relation to Faculty Development (FD) was grouped into two categories: institutional development and personal development
First category: Institutional development The category institutional development refers to the role of the institution in promoting FD, either through the planning and implementation of Faculty Development Programs (FDPs), which include workshops, seminars, short courses, longitudinal programs and fellowships, or through post-graduate programs such as master’s degrees and PhDs

Summary

Introduction

To achieve an education of excellence, it is necessary to ensure qualified teaching and institutional management, and trained educators with the skills required to facilitate learning conditions that promote quality education[1]. Current requirements in the areas of health and education require a change in the role of educators, who no longer have the function of merely transmitting information and become promoters of knowledge, helping their students learn how to learn, work as a team, consider social realities, and become critical and reflective, with the power to transform the health care model[2] For this to occur, professors must possess diversified educational skills. Faculty Development (FD) seeks to support educators in a range of functions in the areas of teaching, research, extension, management[4,3] and evaluation[4,5] It comprises activities or programs provided by institutions, such as short courses, series of seminars, workshops, longitudinal programs and fellowships[3]; individual coaching sessions[6]; communities of practice,[7] and learning communities[8]. FD is an effective strategy for building a professional identity as a teacher and the professionalization of teachers and professors[9]

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