Faculty Development Intervention Research Articles

Faculty Development Interventions in Medical Education During the COVID-19 Pandemic: A Systematic Review

The onset of the COVID-19 pandemic in March 2020 began a series of disruptions that rapidly impacted medical education across the globe. This review collates current literature that relates to medical education faculties’ development interventions as a result of the pandemic, with an emphasis on the effectiveness and type of strategies for intervention, such as the usefulness of hybrid and digitalised education. The study used PRISMA guidelines when conducting the literature survey with specified inclusion and exclusion criteria across numerous academic databases. From this survey, 1158 articles were found. The EndNote programme was used to identify and remove duplicate pieces. From this, 479 abstracts were reviewed. A total of 36 articles were selected for their relevance; from this, 11 were deemed to have met the inclusion criteria to warrant full-text analysis. To identify bias risk in these 11 studies, the Newcastle–Ottawa Scale (NOS) was utilised. The study findings have two major themes: (1) information about faculty development interventions; and (2) the nature of articles written in the pandemic. From this, it was indicated that faculty development initiatives are useful for improving teachers’ competency and for enhancing teachers’ adoption of digitalised learning to ultimately bolster the resilience of their teaching. The findings also show that there is a strong need to have robust frameworks in place for faculty development, and that such frameworks must be followed in and beyond the pandemic period to improve the long-term incorporation of online learning into medical education.

A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice.

Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency through skills development with indispensable faculty leadership support. Our scoping review of online databases and pharmacy education-related journals aims to identify faculty development interventions or teaching proficiency programs that integrate educational and pedagogical theories. Original studies and reviews published between 2010 and 2022 were screened based on four inclusion criteria. Thirty-four manuscripts were eligible for full-text analysis, of which seven results referenced target faculty pedagogy knowledge development. Nine key messages, as Results Statements, synthesize and provide a framework for our results analysis. An ongoing Hungarian intervention model of comprehensive faculty development with strong interdisciplinary cooperation is discussed in our study to illustrate the applicability of the Results Statements through each stage of the process. Educator motivation and relatedness to students or awareness of the educator roles are intrinsic factors, which may not be easily detectable yet significantly impact teaching proficiency and student learning outcomes. The integration of evidence-based pedagogical knowledge and training in educator proficiency development contributes to the sustainability and cost-effectiveness of faculty interventions.

The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods

PurposeFaculty development in health professions education is still challenging in developing countries like Brazil. Work overload and the lack of financial support hinder faculty members' participation. Ribeirão Preto Medical School founded its Center for Faculty Development in 2016. Since then, an essential skills module (ESMo) on health professions education (HPE) has been offered regularly to faculty members and preceptors of seven undergraduate programs. This case study aims to evaluate the impact of this Essential Skills Module on the educational practices of participants two years after attending the module and the challenges faced during the process.MethodThe study used a mixed-method approach with a description of the demographic and professional profile data of the ESMo participants. Immediate post-ESMo perceptions (satisfaction and learning) of the participants were determined with structured instruments. Two years later, a semi-structured interview was conducted and recorded to determine the long-term effects (application of learning and behavior changing as an educator). NVIVO® software was used to store and systematize the thematic discourse analysis with a socio-constructivist theoretical framework interpretation.ResultsOne hundred forty-six participants were included: 86 (59%) tenured faculty members, 49 (33,5%) clinical preceptors, and 11 (7,5%) invited teachers. Most were female (66%), and 56% had teaching experience shorter than ten years. 52 (69%) out of 75 eligible participants were interviewed. The immediate reaction to participating in the module was quite positive and 80% have already implemented an educational intervention in their daily activities. Discourses thematic analysis showed five emerging themes appearing in different frequencies: Changes in teaching activities (98%); Lack of previous pedagogical training (92.3%); Commitment and enthusiasm towards teaching (46.15%); Overlapping functions inside the institution (34.6%) and Challenges for student assessment (23%).ConclusionThis first in-depth evaluation of the long-term effects of a faculty development intervention in a Brazilian Health Profession Education school showed that participation positively changed participants' teaching & learning practices. These interventions consistently fostered a community of practice and valued faculty development processes in local and national scenarios.

Examiner training for the Malaysian anaesthesiology exit level assessment: Factors affecting the effectiveness of a faculty development intervention during the COVID-19 pandemic

Introduction: Examiner training is essential to ensure the trustworthiness of the examination process and results. The Anaesthesiology examiners’ training programme to standardise examination techniques and standards across seniority, subspecialty, and institutions was developed using McLean’s adaptation of Kern’s framework. Methods: The programme was delivered through an online platform due to pandemic constraints. Key focus areas were Performance Dimension Training (PDT), Form-of-Reference Training (FORT) and factors affecting validity. Training methods included interactive lectures, facilitated discussions and experiential learning sessions using the rubrics created for the viva examination. The programme effectiveness was measured using the Kirkpatrick model for programme evaluation. Results: Seven out of eleven participants rated the programme content as useful and relevant. Four participants showed improvement in the post-test, when compared to the pre-test. Five participants reported behavioural changes during the examination, either during the preparation or conduct of the examination. Factors that contributed to this intervention's effectiveness were identified through the MOAC (motivation, opportunities, abilities, and communality) model. Conclusion: Though not all examiners attended the training session, all were committed to a fairer and transparent examination and motivated to ensure ease of the process. The success of any faculty development programme must be defined and the factors affecting it must be identified to ensure engagement and sustainability of the programme.

Top emergency medicine faculty development papers since 2000: A Delphi study.

Faculty development is essential for academic emergency physicians to maintain clinical skills and succeed in administrative and leadership roles and for career advancement and satisfaction. Faculty developers in emergency medicine (EM) may struggle to find shared resources to guide faculty development efforts in a way that builds on existing knowledge. We aimed to review the EM-specific faculty development literature since 2000 and come to a consensus about the most useful for EM faculty developers. A database search was conducted on the topic of faculty development in EM from 2000 to 2020. After identifying relevant articles, we performed a modified Delphi process in three rounds, using a team of educators with a range of experiences with faculty development and education research, to identify articles that would be most useful to a broad audience of faculty developers. We identified 287 potentially relevant articles on the topic of EM faculty development, 244 from the initial literature search, 42 from manual review of the references of the papers meeting inclusion criteria, and one by our study group's recommendation. Thirty-six papers met final inclusion criteria and underwent full-text review by our team. The Delphi process yielded six articles that were deemed most highly relevant over the three rounds. Each of these articles is described here, along with summaries and implications for faculty developers. We present the most useful EM papers from the past two decades for faculty developers seeking to develop, implement, or revise faculty development interventions.

How medical learners and educators decide what counts as mistreatment: A qualitative study.

The mistreatment or abuse (maltreatment) of medical learners by their peers and supervisors has been documented globally for decades, and there is significant research about the prevalence, sequelae and strategies for intervention. However, there is evidence that learners experience maltreatment as being less clear cut than do researchers, educators and administrators. This definitional ambiguity creates problems for understanding and addressing this issue. The objective of this study was to understand how medical learners and educators make sense of less-than-ideal interactions in the clinical learning environment, and to describe which factors influenced their perception that the encounter constituted maltreatment. Using constructivist grounded theory, we interviewed 16 medical students, 15 residents or fellows, and 18 educators associated with a single medical school (n= 49). Data collection began with the most junior learners, iterating with analysis as we progressed through the project. Constant comparative analysis was used to gather and compare stories of 'definitely', 'maybe' and 'definitely not' maltreatment across a variety of axes including experience level, clinical setting and type of interaction. Our data show that learners and educators have difficulty classifying their experiences of negative interpersonal interaction, except in the most severe and concrete cases. While there was tremendous variation in the way they categorised similar experiences, there was consistency in the elements drawn upon to make sense of those experiences. Participants interpreted negative interpersonal interactions on an individual basis by considering factors related to the interaction, initiator and recipient. Only the most negative behaviour is consistently understood as maltreatment; a complex process of individual sense-making is required to determine the acceptability of each interaction. The differences between how individuals judge these interactions highlight an opportunity for administrative, research and faculty development intervention.

Mapping the terrain of simulation faculty development: protocol for a scoping review

This scoping review aims to examine and map the current state of faculty development for healthcare simulation educators. This review will include an exploration of the range and type of faculty development programs designed to enhance simulation-based education (SBE). Simulation has become a staple method for educating health professionals, but no standard approaches exist for training simulation instructors, both for initial training and ongoing professional development. As this education modality continues to expand, there is a need to better understand what interventions and approaches improve the knowledge, skills, abilities and other attributes (KSAOs) for those who are responsible for the design, delivery and evaluation of simulation-based educational sessions. This scoping review will consider empirical research and other relevant published works that address faculty development for simulation educators in health professions education. This will include faculty development interventions, conceptual and theoretical frameworks, recommendations for implementation and other discussions of issues related to faculty development for SBE. These may include experimental, quasi-experimental, observational, qualitative studies, commentaries and perspectives. The following electronic databases will be searched: Medline (Ovid); EMBASE (Ovid); CINAHL (EBSCO); ERIC (EBSCO); PsycInfo (Ovid); and Web of Science without time limits. Reference lists of eligible studies will be back-searched, and Google Scholar and Scopus will be used for forward citation tracking. The findings will be summarized in tabular form and a narrative synthesis, to inform recommendations and areas for future research and practice.

Health sciences educator's simulation debriefing practice needs: A mixed methods study.

Simulation debriefing influences learning from healthcare simulation activities. Health sciences educators must be competent in conducting simulation debriefing for healthcare students. A structured faculty development intervention for health sciences educators must be informed by educator needs to enhance its utility. This paper describes the needs of health sciences educators regarding simulation debriefing at a faculty of health sciences. A parallel convergent mixed methods study design was applied on a selected population of 30 health sciences educators at the University (x) who integrate immersive simulation for first- to final-year students in their undergraduate programs. The Objective Structured Assessment of Debriefing tool underpinned observations which informed the quantitative strand of the study, while semi-structured interviews were conducted as part of the qualitative strand. Descriptive statistics and thematic analysis were used to analyze the data. Health sciences educators struggled to establish the learning environment for simulation (median 1), facilitate learning (median 3), and evaluate their debriefing activities. However, they were able to apply an appropriate approach toward simulation (median 4). They identified the need to be educated on the fundamentals of simulation-based education. A continuing professional development program must be developed aimed at transforming approaches toward facilitating learning, explaining the fundamentals of simulation-based education, modeling of best-practices related to debriefing, and applying appropriate strategies for evaluating debriefing activities.

A mixed-methods study of the effectiveness and perceptions of a course design institute for health science educators

BackgroundMost health care professionals get their start in academics without formal teaching training. As such, institutions encourage participation in opportunities to address gaps in faculty’s knowledge of pedagogy and learning theory in order to promote both successful student and patient outcomes. This study aimed to examine the reception of a faculty development program focused on teaching participants the basics of course design.MethodsApplying a mixed-method approach, this retrospective study used pre/post-tests, assignment grades, self-assessment questionnaires, and focus groups to elucidate the impact of the faculty development intervention on course design. The participants (n = 12) were health educators from a private all-graduate level university with campus locations across the United States, including in the Southwest and Midwest. In the Course Design Institute (CDI), the participating faculty learned evidence-based instructional approaches and techniques to implement contemporary teaching practices.ResultsThe data from the pre/post-tests and focus groups suggest that participants learned about topics including instructional alignment, learning goals and objectives, instructional strategies, assessment planning, feedback approaches, communicating expectations, and adult learning theories by participating in this course. The final deliverable scores indicate that the CDI graduates were able to apply a backward design process to plan their own instruction. Data from both the survey and the focus groups suggest that participants were satisfied with the experience and particularly appreciated that the course was relevant to them as educators in the health sciences.ConclusionsThe results of this study indicate that the CDI was influential in developing the faculty’s knowledge of the course design process, promoted the application of course design and pedagogy skills amongst CDI graduates, and positively impacted self-reported attitudes about their teaching abilities. In addition, feedback from participants indicates that they recognized the value of this program in their own development and they believed it should be a required course for all educators at the institution.

Enhancing Clinical Teaching in Critical Thinking, High-Value Care, and Health Care Equity.

Faculty development in the clinical setting is challenging to implement and assess. This study evaluated an intervention (IG) to enhance bedside teaching in three content areas: critical thinking (CT), high-value care (HVC), and health care equity (HCE). The Communities of Practice model and Theoretical Domains Framework informed IG development. Three multidepartmental working groups (WGs) (CT, HVC, HCE) developed three 2-hour sessions delivered over three months. Evaluation addressed faculty satisfaction, knowledge acquisition, and behavior change. Data collection included surveys and observations of teaching during patient care. Primary analyses compared counts of post-IG teaching behaviors per hour across intervention group (IG), comparison group (CG), and WG groups. Statistical analyses of counts were modeled with generalized linear models using the Poisson distribution. Eighty-seven faculty members participated (IG n = 30, CG n = 28, WG n = 29). Sixty-eight (IG n = 28, CG n = 23, WG n = 17) were observed, with a median of 3 observation sessions and 5.2 hours each. Postintervention comparison of teaching (average counts/hour) showed statistically significant differences across groups: CT CG = 4.1, IG = 4.8, WG = 8.2; HVC CG = 0.6, IG = 0.9, WG = 1.6; and HCE CG = 0.2, IG = 0.4, WG = 1.4 ( P < .001). A faculty development intervention focused on teaching in the context of providing clinical care resulted in more frequent teaching of CT, HVC, and HCE in the intervention group compared with controls. WG faculty demonstrated highest teaching counts and provide benchmarks to assess future interventions. With the creation of durable teaching materials and a cadre of trained faculty, this project sets a foundation for infusing substantive content into clinical teaching.

Faculty Development in the COVID-19 Era: A Rapid Systematic Review.

Background: The coronavirus-2019 (COVID-19) pandemic is a worldwide evolving situation that has resulted in rapid adaptations of faculty development interventions in medical education. The present rapid systematic review aims to provide a narrative synthesis of the evidence concerning focus, intervention type, instructional methods, duration, and the evaluations results of the faculty development interventions in the medical education area in response to the COVID-19 pandemic. Methods: This was a systematic study conducted on 5 databases (Medline/PubMed, EMBASE, Web of Science, ERIC, and Scopus) from December 2019 to November 2021. We used specific keywords such as faculty development, COVID-19, and medical education on electronic databases. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the educational faculty development interventions in medical education during the COVID-19 era and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. Results: Ten articles were included, most of which were focused on the improvement of online teaching and learning skills. The findings are organized into 2 main categories, including a description of the interventions, and the special aspects of the studies in response to the COVID-19 pandemic. Conclusion: This review explores the evidence concerning faculty development programs in the medical education area in response to the COVID-19 pandemic. These interventions may develop individual abilities and organizational capacities of health professions educators to enable them to sustain academic vitality and cope with the pandemic crisis. Also a rapid movement to online faculty developments, which will likely continue after the pandemic, was argued and it is required to direct the adaptations and innovations of educational developments to an organized structure in the future.

\u201cIt\u2019s okay to not know \u2026\u201d a qualitative exploration of faculty approaches to working with uncertainty

BackgroundWhilst it is recognised that a capacity to manage uncertainty is an essential aspect of working as a healthcare professional, there is little clear guidance on how to facilitate student learning in this domain. A lack of faculty development opportunities also suggests that health professions’ educators may feel ill-equipped to assist students in developing effective approaches to uncertainty. The purpose of this study was to explore a faculty development intervention designed to help educators unpack students’ experiences of uncertainty, and identify attributes which may help students to manage uncertain situations.MethodsThis qualitative study was informed by a constructivist methodological approach, where participants were encouraged to share meaning around the nature of uncertainty in health professions’ education. Two 90-min faculty development sessions were held. These sessions invited participants to apply Han et al.’s taxonomy of uncertainty to role-played scenarios of student uncertainty within a focus group setting. Focus group data were collected, and examined using a two-stage, hybrid approach of deductive and inductive thematic analysis.ResultsHan et al.’s taxonomy helped participants to identify multiple sources and issues of uncertainty in the role played scenarios, thus unveiling the extent of uncertainties encountered by health professions’ learners. Data analysis revealed four themes overall: “Sources of uncertainty”, “Issues of uncertainty”, “Uncertainty attributes”, and “Learning environment.” Participants also contributed to a list of attributes which they considered helpful to undergraduate health professions’ students in managing uncertain situations. These included an awareness of the nature of uncertainty within healthcare practice, an ability to recognise uncertainty, and adopting attitudes of adaptability, positivity, and resilience.ConclusionsThis study highlights the successful use of Han et al.’s taxonomy of uncertainty within a faculty development setting. Our findings suggest that the taxonomy is a practical and versatile tool that health professions’ educators can use in shared reflections and conversations around uncertainty with students or colleagues.

Graduate Medical Education Can Be an Impetus for Behavior Changes in Physicians in Practice: Point-Of-Care Ultrasound Faculty Development Intervention in Anesthesiology.

While there is growing evidence to suggest that point-of-care ultrasound (POCUS) may aid in clinical decision-making in the perioperative setting and there are new requirements that anesthesiology residents must be trained in POCUS, few practicing anesthesiologists use POCUS in their practice. The goal of this investigation is to determine whether a multifaceted faculty development program helps a group of faculty members incorporate POCUS into their practice. This intervention had five parts: (1) online prework, (2) 2-day workshop, (3) follow-up hands-on sessions, (4) regular communication, and (5) equipment acquisition. This is a pretest/posttest, single group, observational study where the main outcome measure is the number of POCUS examinations documented and the number of providers who performed at least one examination. In addition, presurveys and postsurveys were administered to determine whether there was a change in confidence and self-reported use of POCUS. The number of examinations completed and the number of providers completing examinations by month both seemed to increase over time between May 2017 and October 2018. Between August 2017 and October 2018, the number of examinations completed per month increased by a rate of approximately one examination per month (starting with one examination in May 2017) and the number of providers completing examinations increased by a rate of approximately 0.61 providers per month (staring with one provider in May 2017). This study shows that an intervention that targets interested faculty can increase the use of POCUS in practice and residents' perceptions of teaching.

Leveraging Help Desk Reports to Support Faculty Success.

The advancement of technological tools fosters constant change in nursing education. Institutional help desk reports classify data sets based on topic and source. These aggregate data may be useful in supporting nursing faculty adaptation to technological change. In an endeavor to identify and address persistent barriers to technological adaptation by nursing faculty, help desk data were reviewed to identify trends and implications of such trends. Within the context of a single-purpose, private nursing college, the findings of help desk reports were assessed to identify the source of technological barriers and potential paths toward addressing these barriers. The help desk reports identify pronounce areas in which faculty frequently seek assistance. In addition, the reports disclose unique tendencies in nursing faculty to collaborate with peers for assistance. The trends identified within the records provide an evidence-based foundation for efforts to support effective faculty development interventions.

Assessment of Learning, for Learning: Operationalizing Milestones Data for Program-Level Improvement.

Assessment of Learning, for Learning: Operationalizing Milestones Data for Program-Level Improvement.

Twelve tips for promoting consistent, good quality medical education across diverse clinical settings through faculty development approaches

When students attend clinical attachments in diverse locations, a key challenge is in ensuring consistently good teaching over all areas. To meet this challenge, a faculty development intervention called TiMEtoTeach was created with the aim of reaching all involved in teaching medical students. The programme takes a holistic view of workplace (professional clinical attachments) learning with the recognition of all who are part of the student learning journey, including staff in clinical environments, charitable organisations, fellow students and the patients and carers. Empowering and upskilling this diverse group, we create a Universal Faculty. We engage this group with a comprehensive and accessible faculty development programme, enabling a consistent, authentic, and realistic learning experience for students. This supports graduate preparedness for their roles as junior doctors. The twelve tips described in this article relate to simple, achievable processes that faculty developers within medical education can apply to help improve consistency and quality in clinical workplace experience for students, recognising the challenges of engaging the large and diverse group of people who support education within the clinical arena.

Learning in Faculty Development: The Role of Social Networks

Faculty development is increasingly acknowledged as an important aspect of health professions education. Its conceptualization has evolved from an individual skills training activity to contemporary notions that draw on an organizational model. This organizational model recognizes relationships and networks as important mediators of knowledge mobilization. Although such conceptual advancements are critical, we lack empirical evidence and robust insights into how social networks function to shape learning in faculty development. The purpose of this study was to understand how informal professional social networks influence faculty development learning in the health professions. This study used a qualitative social network approach to explore how teaching faculty's relationships influenced their learning about teaching. The study was conducted in 2018 in an undergraduate course at a Canadian medical school. Eleven faculty participants were recruited, and 3 methods of data collection were employed: semistructured interviews, participant-drawn sociograms, and demographic questionnaires. The social networks of faculty participants influenced their learning about teaching in the following 4 dimensions: enabling and mobilizing knowledge acquisition, shaping identity formation, expressing vulnerability, and scaffolding learning. Faculty developers should consider faculty's degree of social embeddedness in their professional social networks, as our study suggests this may influence their learning about teaching. The findings align with recent calls to conceptually reorient faculty development in the health professions as a dynamic social enterprise.

Guidelines on Writing Multiple Choice Questions: A Well-Received and Effective Faculty Development Intervention

Multiple choice questions (MCQs) are commonly used for assessing students, but medical teachers may lack training in writing them. MCQs often have imperfections called item-writing flaws (IWFs) that can affect students’ results and impede objective evaluation of their knowledge. This study aimed to evaluate a guideline-based faculty development intervention on writing MCQs at Levels 1 and 2 of the Kirkpatrick Model. MCQs written by teachers prior and after the intervention were analyzed with the Shapiro–Wilk test, Student’s t-test, and Wilcoxon signed-rank test as appropriate. In addition, the phenomenological approach was chosen to describe experiences of 10 teachers in semi-structured in-depth interviews. Results showed satisfaction of teachers with the document. They found it helpful in writing MCQs and noticed the requirement for another guidelines. They appreciated it for its briefness and clarity. The statistical analysis of the quality of MCQs before and after the intervention showed that the document contributed to a statistically significant reduction of IWFs. To conclude, our results showed that a guideline document on writing MCQs may serve as a well-received and effective faculty development intervention. The document may be used as a flexible, time-saving, and just-in-time learning method, fitting needs of medical teachers.

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

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.

Exploring the value of the learners' perception of teaching effectiveness in informing faculty development needs: A mixed-methods study.

This article was migrated. The article was marked as recommended. The evaluation of a faculty development intervention needs to start at the outset, and not as an afterthought. Moreover, it is important to evaluate the degree to which the predefined impact is attained as a result to the learning and development opportunity. This calls for the engagement of the ultimate receivers: the students, who are well-positioned to identify gaps in the teaching performance of their own instructors. Accordingly, this mixed-methods study aims at shedding light on a Continuous Quality Improvement system where feedback from undergraduate and postgraduate students is assembled to pinpoint faculty development needs, based on which professional development opportunities are devised. Data was extracted from an annual survey that evaluates the students' satisfaction. Qualitative data was thematically analysed, and quantitative data was analysed using SPSS. The qualitative analysis resulted in six categories of recommendations, that were fit into two themes: dynamic between the instructors and students, and organization and delivery of the program. As for the quantitative analysis, the students indicated opportunities for improvement in the following two areas: student academic advising process (55.17%), and communication between instructors and students (50.59%). The study concluded that there is added value in capturing and effectively assembling the learners' perception of faculty performance. It raises the reliability of the implemented evaluation framework, and has the potential of improving the rigor of faculty development initiatives.