Identification of capacity development indicators for faculty development programs: A nominal group technique study

Mahla Salajegheh,John Sandars,Roghayeh Gandomkar,Azim Mirzazadeh

doi:10.1186/s12909-020-02068-7

Mahla Salajegheh, John Sandars + Show 2 more

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https://doi.org/10.1186/s12909-020-02068-7

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Abstract

BackgroundAlthough there have been many research studies of the effectiveness of faculty development in health profession education, the contribution of these programs to organizational development through capacity development has not been studied. Further understanding of capacity development requires appropriate indicators and no previous indicators for faculty development of health profession educators were identified. The aim of the study was to identify indicators of capacity development in the context of faculty development programs at Tehran University of medical sciences (TUMS).MethodsA nominal group technique session was conducted with key informants from faculty development program providers to generate and prioritize a list of capacity development indicators.ResultsA list of 26 indicators was generated and five categories were identified: Development and innovation in teaching and learning process, Development and innovation in communication and collaboration at different levels, Development and sustaining faculty development programs, Development of educational leadership and management, Development in scholarship.ConclusionsCapacity development for faculty development interventions of health profession educators is a process of engagement within a wider system, including individual and collective action, and involves the socialization of the teachers into suitable roles through professional identity development and participation within the wider system.

Highlights

There have been many research studies of the effectiveness of faculty development in health profession education, the contribution of these programs to organizational development through capacity development has not been studied
The aim of this study is to identify the indicators of capacity development in the context of faculty development programs at Tehran University of medical sciences (TUMS)
We presented some examples which would not be appropriate as capacity development indicators, such as an increase in the number of trained faculty members, increase in the number of publications, or increase in adopting educational leadership roles

Summary

Introduction

There have been many research studies of the effectiveness of faculty development in health profession education, the contribution of these programs to organizational development through capacity development has not been studied. Changing concepts of education and the increasing complexity of healthcare have led many medical universities to design and implement a variety of faculty development programs in order to help health profession. A few studies have assessed the changes in educational behavior of the participants in their multiple roles [12, 13]. Most of these evaluations have only had a focus on short term outcomes, especially at an individual level

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