Abstract
Abstract Objectives This study aimed to evaluate the impact of flipped learning in faculty development program (FDP) dedicated for developing key-feature questions (KFQs), and to compare examinees’ success and their opinions for the KFQs in a board exam. Methods The study group consisted of two cohorts – Pediatric Endocrinology and Diabetes Society Board members (n=11) and Pediatric Endocrinology Subspecialty 2019 Board Examination examinees (n=22). We used flipped learning approach to develop KFQs. This entailed writing KFQs while learning took place online. The discussion and refinement of the questions for the exam were done during the face-to-face meeting. At the end, feedback was taken from both cohorts. Results The faculty members developed 14 KFQs during the flipped learning process. They found the training useful (Md=9, IQR=1), and expressed high satisfaction (Md=9, IQR=1) for flipped learning approach. According to the faculty members, peer review was an important step in the flipped learning instructions for revising and improving the KFQs. Conclusions A successful intervention of flipped learning approach has been tested in a FDP dedicated for KFQ writing. During flipped learning, the board (faculty) members were more engaged, motivated for self-learning and collaboration, and encouraged for robust face-to-face discussions.
Highlights
Faculty development programs (FDPs) help faculty members throughout their careers [1], attendance and engaging participation in the program activities are challenging issues [2]
This study aimed to evaluate the impact of flipped learning in faculty development program (FDP) dedicated for developing key-feature questions (KFQs), and to compare examinees’ success and their opinions for the KFQs in a board exam
Training encouraged the faculty members to develop KFQs (Md=9, interquartile range (IQR)=1) but it imparted technique of framing new question type using an appropriate tool for the evaluation of clinical decisions (Md=9, IQR=2)
Summary
Faculty development programs (FDPs) help faculty members throughout their careers [1], attendance and engaging participation in the program activities are challenging issues [2]. The true end-user of the outcomes of faculty development, are largely overlooked to show the effectiveness of the programs [8, 9]. Faculty development is required to alternate approaches to promote and cultivate interactive experiences as suggested in the future trends of faculty development [10, 11]. During the coronavirus disease 2019 (COVID-19) pandemic, many faculty have experienced online teaching and learning [12]. The literature in faculty development suffers from the lack of empirical evidence on how learner centered approaches can contribute to faculty learning and effect end-users on the outcomes of faculty development
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