Faculty Development the south East Asian Region-Challenges and Opportunities

I.M Karunathilake

doi:10.4038/seajme.v11i2.12

Abstract

Faculty development in medical education is a process through which medical school faculty works systematically to improve their competency as teachers. It helps improve and develop skills in teaching, research, curriculum development, development of assessment tools, leadership qualities, mentoring and promotion of the scholarship of teaching (Harden & Crosby, 2000). High quality faculty development programs will result in competent faculty who can not only inspire and nurture students and prepare them to deliver high-quality health care, but also cultivate a culture of continued self and institutional development (Steinert & Mann, 2006). Faculty development in medical education has gained much significance in the South East Asian region (SEAR) due to a multitude of reasons, including the increasing number of medical schools, increased demand for medical education, competition among medical schools and emphasis on quality assurance and accreditation (Srinivas & Adkoli, 2009).

Highlights

Professor and Head, Department of Medical Education, Head, World Health Organization (WHO) Collaborating Centre for Medical Education, Faculty of Medicine, University of Colombo, Sri Lanka
Faculty development in SEAR is constrained by lack of commitment at various levels – government, administrative, policy making, regulatory bodies and individual teachers
The SEAR has a rich tradition in Faculty development and Medical Education

Summary

Introduction

Identified barriers are; nonavailability of resources, lack of interest leading to poor participation and a shortage of trained facilitators. Faculty development in SEAR is constrained by lack of commitment at various levels – government, administrative, policy making, regulatory bodies and individual teachers. The lack of motivation and interest is identified amongst teachers as well amongst educational administrators.

Results

Conclusion