Faculty Development Activities Research Articles

When words are your scalpel, what and how information is exchanged may be differently salient to assessors.

Variable assessments of learner performances can occur when different assessors determine different elements to be differently important or salient. How assessors determine the importance of performance elements has historically been thought to occur idiosyncratically and thus be amenable to assessor training interventions. More recently, a main source of variation found among assessors was two underlying factors that were differently emphasised: medical expertise and interpersonal skills. This gave legitimacy to the theory that different interpretations of the same performance may represent multiple truths. A faculty development activity introducing assessors to entrustable professional activities in which they estimated a learner's level of readiness for entrustment provided an opportunity to qualitatively explore assessor variation in the context of an interaction and in a setting in which interpersonal skills are highly valued. Using a constructivist grounded theory approach, we explored variation in assessment processes among a group of palliative medicine assessors who completed a simulated direct observation and assessment of the same learner interaction. Despite identifying similar learner strengths and areas for improvement, the estimated level of readiness for entrustment varied substantially among assessors. Those who estimated the learner as not yet ready for entrustment seemed to prioritise what information was exchanged and viewed missed information as performance gaps. Those who estimated the learner as ready for entrustment seemed to prioritise how information was exchanged and viewed the same missed information as personal style differences or appropriate clinical judgement. When presented with a summary, assessors expressed surprise and concern about the variation. A main source of variation among our assessors was the differential salience of performance elements that align with medical expertise and interpersonal skills. These data support the theory that when assessing an interaction, differential salience for these two factors may be an important and perhaps inevitable source of assessor variation.

Success stories: exploring perceptions of former fellows of a global faculty development program for health professions educators

BackgroundFaculty development programs (FDPs) in health professions education (HPE) are instrumental in supporting, promoting, and improving HPE curricula and activities that target individual- and system-level capacity strengthening. FAIMER, a division of Intealth, has been offering FDPs for global health professions educators in HPE and leadership for over two decades through the International FAIMER Institute in the USA and FAIMER Regional Institutes located globally. This paper explores perceptions of former program participants (Fellows) of FAIMER global FDPs by eliciting their success stories.MethodsThe study utilized a modified Success Case Method approach. Study participants recruited were 14 FAIMER Fellows nominated as exemplars of success cases by program directors and faculty members from seven global sites, using extreme case sampling technique. Of the 14 Fellows, two were from Africa, nine from Asia and three from Latin America. In-depth interviews were conducted with each Fellow to understand their self-perceived success, and factors from both their local context and FAIMER’s FDPs that have contributed to their success. Theoretical thematic analysis method was used to analyze the data.ResultsThe top three areas of success perceived by Fellows were career advancement & recognition, professional development, and advancement of HPE. Fellows identified both institutional-level factors and personal attributes as contributing to their success. They also reported that FAIMER global FDPs have substantially contributed to their success by expanding professional networks, fostering academic achievement, and enhancing interpersonal development and leadership skills.ConclusionsThe findings show that Fellows perceive that there are multiple pathways for them to succeed in advancing the field of HPE. The Fellows’ stories highlight the continuing value of FAIMER global FDPs for HPE educators worldwide in professional development and leadership. The study also proposes recommendations for enhancing faculty development activities in HPE.

Enhancing business education: neurodiversity informed faculty development practices

Purpose This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community. Design/methodology/approach This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities. Findings The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators. Practical implications Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment. Originality/value This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

Effective Implementation of Entrustable Professional Activities in Medical Colleges: Faculty Perspective

Abstract Entrustable professional activities (EPAs) refer to the key activities that medical students should be in a position to perform on their own by the time of completion of their training. The process of implementation of EPAs in medical training is a complex and challenging one. In medical colleges, faculty members have been identified as the change agents who will eventually determine the success and effectiveness of planning and implementation. From the faculty perspective, multiple challenges have been identified, including the reluctance to adopt EPAs and preference for traditional assessment methods. In conclusion, the success of EPAs integration into the medical curriculum, as evidenced by improvement in the learning outcomes essentially requires active support from faculty members. Thus, there is an immense need to strengthen faculty development activities to enhance their competency and confidence to implement EPAs.

Entrustable Professional Activities in Palliative Medicine: A Faculty and Learner Development Activity.

Background: Faculty development (FD) is critical to the implementation of competency-based medical education (CBME) and yet evidence to guide the design of FD activities is limited. Our aim with this study was to describe and evaluate an FD activity as part of CBME implementation. Methods: Palliative medicine faculty were introduced to entrustable professional activities (EPAs) and gained experience estimating a learner's level of readiness for entrustment by directly observing a simulated encounter. The variation that was found among assessments was discussed in facilitated debrief sessions. Attitudes and confidence levels were measured 1 week and 6 months following debriefs. Results: Participants were able to use the EPA framework when estimating the learner's readiness level for entrustment. Significant improvements in attitudes and level of confidence for several knowledge, skill, and behavior domains were maintained over time. Conclusions: Simulated direct observation and facilitated debriefs contributed to preparing both faculty and learners for CBME and EPA implementation.

Practical tips for a fast and successful transition to an online curriculum.

The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since the three elements, teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.

Interprofessional Faculty Development on Health Disparities: Engineering a Crossover “Jigsaw” Journal Club

Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement.

The Impact of Facilitators' Competencies and Characteristics on Faculty Enhancement Activities in Saudi Arabia: A Mixed-Methods Research.

Background and objective Seminar-based workshops envision an active learning environment that creates opportunities for faculty to learn how to become effective workshop facilitators themselves. In this study, we employed a mixed-methods design focusing on an in-depth analysis of the data to examine the impact of the competencies and characteristics of a workshop facilitator on faculty development activities and programs. Methodology This study involved 159 faculty members and was conducted via a web-based survey and 13 in-depth interviews. Results The Pearson correlation coefficients between the three effectiveness ratings showed that all three correlations are significant at the 0.01 level, which signifies a statistically significant relationship between the three variables. The strongest relationship is between facilitator knowledge and facilitator communication, followed by that between facilitator communication and facilitator attitude, and between facilitator knowledge and facilitator attitude. This suggests that the three effectiveness ratings are positively correlated. Qualitatively, four themes emerged in our study: attributes of a good facilitator, participant engagement's role, feedback's impact, and workshop organization challenges. Knowledge, communication, and attitude were identified as effective facilitator characteristics, with knowledge being the most crucial. Conclusions Our findings highlight the importance of enhancing participant understanding, providing timely feedback, and bridging theory to practice. Ultimately, effective facilitators strike a balance in terms of knowledge, communication, and attitude, acknowledging the importance of participant engagement and overcoming workshop challenges. We believe our findings will help inform the revision of the currentfaculty development programs and the development of such endeavors in thefuture at institutions of higher education.

Pretest and posttest reliability to measure the impact of online team-based learning workshops during the Covid-19 pandemic as a continuing faculty development activity among health professional educators

Medical education has been facing unprecedented challenges due to the COVID-19 pandemic leaving aftermath, which needs continuing reparative work. Imperative to exploring solutions faced by Covid pandemic challenges, various immediate steps were taken by medical schools globally including the faculty development activities transformed into online strategies. Workshops are the most common methods of the FDA to enhance knowledge and skills in specific areas of teaching and learning and assessment. A retrospective analysis of three of the TBL online FDA workshops is presented to determine its immediate impact on teaching and learning as well as an assessment model using pretest and posttest designs of a 3-point Likert scale of participants attending a half-day online workshop during the Covid19 pandemic for faculty development in a teaching hospital in Malaysia. Data was collected and analysed using online links created in Microsoft Google form at the beginning and towards the end of each workshop on a 3-point Likert scale of agreed, disagreed and not sure. A 15 items questionnaire was administered with additional information of participants’ trends in studying the reading materials sent out a week prior to the actual workshop. An interventional strategy between the two tests were four plenaries and a break-out session with hands-on group work followed by presentations. A collated quantitative data was gathered from 82 participants attending the online TBL workshops. Data were analysed using the statistical test of paired t-test, one-way ANOVA and ANCOVA with effect size in SPSS version 24. The percentage correct pretest and posttest score difference was significant at p = .013. The mean difference between pretest and posttest scores was significant at t = 31.345, p < 0.01. A significant difference in mean scores between groups was found, F (2,79) = 4.923, P = .010 using one-way ANOVA. Post-hoc analysis revealed significantly high posttest mean scores compared to partially read and not read groups at p = .033 and .014, respectively. However, the difference between partially read and not read was insignificant. A difference in mean posttest scores among the three groups using one-way ANCOVA on removing the effect of pretest was found significant at F (2, 80) = 6.211, p = 0.003. The effect size using Cohen’s d and Partial Eta Squared have a large practical effect of 2.072 and a moderate effect of 11.1% and 13.70% shown in paired t-test, ANOVA and ANCOVA respectively. A significant difference in the mean pretest and posttest scores was found between the groups. A post-test score, controlling on pretest score, was also significant, with a large Cohen’s d and moderate practical effect size suggesting an effectively delivered TBL online workshop. Keywords: Faculty development, online workshops, pretest, posttest design, quantitative evaluation, team-based learning

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

PurposeThe faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.Design/methodology/approachThis study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.FindingsFaculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.Practical implicationsThis research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.Originality/valueThe study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

Practical tips for a fast and successful transition to an online curriculum

The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.

Mother Tongue–Based Multilingual Education: The Case of Cervantes District

Since the implementation of the Mother Tongue–Based Multilingual Education (MTB – MLE) in the Philippines began, issues relative to it have been started to be documented in various works of literature. This case study explored the implementation of the MTB – MLE in Cervantes District, Cervantes, Ilocos Sur, Philippines. In particular, it sought to determine the issues encountered by MTB – MLE teachers, the perceived effects of the issues, and their coping mechanisms for mitigating the issues. Through thematic analyses of the extended texts, the study found the following issues: (1) a mismatch of teachers` and learners` dialects to the language of the book, (2) a mismatch of teachers` dialects to the dialect of the community, (4) dearth of instructional materials, and (5) irrelevance of available MTB – MLE books to the learners ‘dialect. Perceived effects of the issues include the poor delivery of classroom instruction, the poor performance of learners, and confusion. Teachers overcome these by employing the following mechanisms: (1) asking for help from colleagues and stakeholders, (2) translating unfamiliar terms to the dialect of the learners, and (3) improvisation of instructional materials written in the MTB – MLE. With these, a Framework was developed to guide MTB – MLE teachers in the implementation of the said program in the District. The paper advanced the need for teachers to attend faculty development activities to cope better with the challenges they encounter. Teachers may foster their relationship with the stakeholders to implement the program better. Teachers and future researchers may improvise contextualized instructional materials consistent with the learners` MT. Finally, the developed framework may be validated and utilized by teachers in implementing the same.

Anti-Black racism in clinical supervision: asynchronous simulated encounters facilitate reflective practice.

Background Racist interactions in clinical practice remain a pervasive reality for Black healthcare providers. We sought to develop a framework to inform supervisors' actions when confronting racism in clinical practice and protecting trainees under their oversight. Methods We conducted a qualitative study in which experienced supervisors responded to seven short, videotaped interactions between: 1) Black trainees and a simulated patient (SP) in a racist role; 2) the trainees and their respective supervisors; and 3) the trainees and their supervisors together with the SP. The clinical exchanges exemplified different types of racist (entrenching) or antiracist (uprooting) behaviors by the supervisors. After viewing each clip, participants wrote their reflections confidentially; they later joined a structured debriefing together. We used thematic analysis to identify supervisors' behavioral patterns when confronting racist interactions. Results Based on the input of 52 participants recruited into five two-hour-long sessions, we categorized the behaviors of supervisors facing anti-Black racial injuries involving learners under their oversight. We organized supervisor behaviors into five interlocking domains, each with a range of possible themes: 1) Joining: from conciliatory to confrontational in communicating with the aggressor; 2) Explicitness: from avoiding to naming racism; 3) Ownership: from individual to shared responsibility of the event and the response to it; 4) Involving: from excusing to including the aggrieved party when confronting the aggressor; and 5) Stance: from protective to paternalistic in supporting the learner's autonomy. Conclusions Our qualitative findings can provide a framework for facilitated discussion toward reflective practice among healthcare providers who may have experienced, witnessed, or intervened in anti-Black racist interactions. They can also help medical educators to inform faculty development to fight anti-Black racism in clinical practice. The video materials we developed are available for viewing and download and can be used or adapted as springboards for reflective discussion or faculty development activities.

Anti-Black racism in clinical supervision: asynchronous simulated encounters facilitate reflective practice

Background Racist interactions in clinical practice remain a pervasive reality for Black healthcare providers. We sought to develop a framework to inform supervisors’ actions when confronting racism in clinical practice and protecting trainees under their oversight. Methods We conducted a prospective study in which experienced supervisors responded to seven short, videotaped interactions between: 1) Black trainees and a simulated patient (SP) in a racist role; 2) the trainees and their respective supervisors; and 3) the trainees and their supervisors together with the SP. The clinical exchanges exemplified different types of racist (entrenching) or antiracist (uprooting) behaviors by the supervisors. After viewing each clip, participants wrote their reflections confidentially; they later joined a structured debriefing together. We used thematic analysis to identify supervisors’ behavioral patterns when confronting racist interactions. Results Based on the input of 52 participants recruited into five two-hour-long sessions, we categorized the behaviors of supervisors facing anti-Black racial injuries involving learners under their oversight. We organized supervisor behaviors into five interlocking domains, each with a range of possible themes: 1) Joining: from conciliatory to confrontational in communicating with the aggressor; 2) Explicitness: from avoiding to naming racism; 3) Ownership: from individual to shared responsibility of the event and the response to it; 4) Involving: from excusing to including the aggrieved party when confronting the aggressor; and 5) Stance: from protective to paternalistic in supporting the learner’s autonomy. Conclusions Our qualitative findings can provide a framework for facilitated discussion toward reflective practice among healthcare providers who may have experienced, witnessed, or intervened in anti-Black racist interactions. They can also help medical educators to inform faculty development to fight anti-Black racism in clinical practice. The video materials we developed are available for viewing and download and can be used or adapted as springboards for reflective discussion or faculty development activities.

Running Head: Using Computers to Teach Science Can Computer Technology Improve the Quality of Science Education at Urban Universities?


 
 
 Research has shown that technology can be a powerful educational tool in facilitating a constructivist approach to teaching science. Research also shows that academic support for students and faculty development activities are positively linked to supporting science teaching and learning. However, despite the availability of these resources at many urban universities, instructors rarely engage students in collaborative learning. This article uses a case study to describe both the challenges and results of implementing a constructivist model of instruction at a mid-size urban college. The article demonstrates the successful implementation of an online interactive course management system and Supplemental Instruction in large classrooms, with the caveat that such practices require extensive training for instructors, staff and students to be feasible. At Lehman College of the City University of New York, both Title V grant and college administrative support has enabled the creation of a model of collaborative engagement that has successfully fostered partnership among instructors, students and staff in constructivist learning and active use of computer technology at an urban college.
 
 

Leading peers in an academic setting: insights from the front lines

PurposeThis article highlights and discusses numerous, specific leadership attributes that contribute greatly to enabling a university faculty member to be an effective leader of a group of their peers. As such, this article provides additional insights into the important construct of “transcollegial leadership” (Burns and Mooney, 2018).Design/methodology/approachThe personal “reflections on practice” (Schon, 1983) presented here are based on 40+ years of observing and experiencing university faculty leading groups of peers as well as numerous personal experiences of serving in such a leadership role.FindingsThis article presents a robust array of specific, real-world-based insights that can contribute to enhancing the effectiveness of a leader of peers in a higher education institutional setting. Moreover, the ideas presented are offered to leaders of academic institutions as foci for potential faculty development initiatives and discussions. The ideas presented are clustered into six categories – process, resolve, integrity, mindset, excitement/energy, and respect.Practical implicationsThe actions and ideas presented pertaining to a university faculty member's capability to effectively lead a group of peers are widely and immediately actionable. The insights presented are also amenable to ongoing faculty development activities and discussions.Originality/valueThis article addresses the common challenge of effectively leading a group of one's faculty peers in an academic setting. As such, the article extends and embellishes the conceptual, institutional-level perspective presented by Burns and Mooney (2018) in this journal.

Enablers and Barriers of Blended Learning in Faculty Development.

IntroductionOnline learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program.MethodsThis research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods.ResultsThis study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program.ConclusionThe use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.

Faculty Development Advancements-Lessons Learned in a Time of Change.

Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller’s ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers’ reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist.

It’s about time to involve all stakeholders in co-creating faculty development programmes - Exploring the perceptions of students and teachers

ABSTRACT Co-creating faculty development courses or activities through student-teacher partnership is a promising recent educational advancement that also introduces new challenges. This study aimed at exploring the perceptions of students and teachers regarding their experiences as co-creators of a faculty development programmes so that valuable lessons can be learned from their experiences, leveraging towards better programme design in the future. The perceived value of contributions and ways to improve student-teacher partnership in future co-creation activities were also explored. Although some negative and demotivating factors were reported, participants mostly perceived their co-creation experience positively. The inclusion of both students and teachers in co-creating faculty development programmes was perceived essential, because it conveys multiple benefits for stakeholders, the created faculty development programmes, and the design process itself. However, purposeful recruitment of participants and their pre-training are crucial to ensure a successful and productive co-creation activity.

Exploring the Effectiveness of Faculty Development Program on Medical and Health Related Sciences Education

The professional development of faculty is progressively noticeable in both higher and health profession education. The monitoring of faculty development activities could enhance their effectiveness and contribute to the education quality. This study aimed to address a faculty development program regarding four active learning-based approaches and their impact on three undergraduate medical and health-related programs. <strong>Methods:</strong> Following the implementation of the faculty development program, it was evaluated based on the first three levels of Kirkpatrick’s Model. The program development was underpinned by the training needs assessment of the faculty. <strong>Results:</strong> The results of the evaluation using the Kirkpatrick model (reaction, learning, behaviour, and actions) were informative. The response rate by faculty was 100%. Overall, faculty satisfaction with their development activities (Kirkpatrick 1st level) was 91%. The results of the T-tests of the Faculty Development Programs (FDPs) were statistically significant (p<0.05). The gain and transfer of knowledge in the workplace were ensured. <strong>Discussion and Conclusion:</strong> This research provided valuable information regarding the impact of faculty development activities on the faculty from various perspectives. The current study endorses the faculty development program’s positive impact on the performance of the faculty, teaching effectiveness, and increased the increased student satisfaction about active learning-based teaching.