Abstract
BackgroundFor an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolbโs experiential learning cycle, to complement the facultyโs face-to-face workshops.ObjectiveThe objective of this study was to assess usersโ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolbโs experiential learning cycle. We explored (1) usersโ satisfaction with the modules, (2) whether Kolbโs design framework supported usersโ learning, and (3) whether the design principle impacts their work as educators.MethodsWe gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis.ResultsOut of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolbโs learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to โHave a goโ and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence.ConclusionsKolbโs theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development.
Highlights
BackgroundFaculty development is essential for academic staff to develop the pedagogical knowledge and skills that they need to succeed in their teaching roles
Medical Education Staff Access (MEDUSA) modules were made available to 1365 academic staff and clinicians who teach medical students at the University of Southampton
Our evaluation shows that the provision of MEDUSA modules in our institution is acceptable to faculty staff with very high rates of satisfaction reported for the modules and with suggestions to improve design features
Summary
BackgroundFaculty development is essential for academic staff to develop the pedagogical knowledge and skills that they need to succeed in their teaching roles. Options include open-access faculty development resources for clinical teachers in the form of short modules, such as at the London Deanery [3], and online masterโs degrees to support physicians to develop skills in education [4]. These demonstrate that Web-based approaches offer several advantages, including convenience and flexibility of learning, access across multiple countries, lower cost, and more time to reflect and learn concepts. Conclusions: Kolbโs theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development
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