Faculty Development Program Research Articles

Developing a model for clinical teaching with emotional intelligence

BackgroundClinical teaching is an essential part of medical education and clinical teacher must acquire the necessary competencies to perform such a role. In this regard, there is emphasis on emotional intelligence as an essential competency. The aim of this study was to develop a model for clinical teaching with emotional intelligence based on the experiences of clinical teachers.MethodsA workshop on teaching with emotional intelligence was designed and conducted three times. One month after, a sample of workshop participants (N = 18) was selected through purposive sampling and their experiences of clinical teaching with emotional intelligence were described using focus groups (n = 3) and deductive content analysis.ResultsA model consisting of four themes: preparation and start communication before round, sustained communication during rounds, promotion after the round, and managing social interactions throughout the presence in the ward were presented for describing clinical teachers’ experiences.ConclusionIn this study, a model for using emotional intelligence in clinical setting was extracted. This model can be used in faculty development programs. A suggestion for future research is to examine the effect of using the model on learning outcomes and patient care.

Enhancing Student Engagement in Electronic Platforms: E-Gallery Walk

The COVID-19 pandemic was one of the most challenging situations that affected all aspects of humans’ life including education and active face to face teaching and learning methods. Engaging learners in the teaching and learning process, teaching faculty members, and employing technologies to enhance teaching and learning requires adapting instructional methods based on diverse situations, especially in crises and force majeure. This study was an attempt to design and implement an electronic gallery-walk (e-gallery-walk) based on Gagne’s Nine Events of Instruction. A teacher training e-course was designed, developed, and implemented during COVID-19 era at the Center of Pedagogical Training and Academic Development at Hawler Medical University, Iraq. Moreover, for the purposes of this study different formative assessment tools were designed and implemented. Thirty-eight MSc and PhD graduates from different medical specialties who were university instructors participated in this study and their learning was assessed via the designed assessment tools. This hands-on-experience indicates that a carefully designed and implemented e-gallery walk enhances student-centered activity in an online faculty development program. This approach by improving student engagement results in more meaningful discussion and peer instruction. The e-gallery walk gives teachers and students a valuable experience of using technological advances and digital tools to modify face-to-face activities. These tools ensure successful teaching and learning practice in critical conditions when remote activities are deemed necessary. The study findings indicate that peer and teacher immediate feedback is highly influential on the quality of teaching and learning and a modified e-gallery walk could be a suitable choice to improve the process in virtual settings.

Using Lesson Study to Enhance the Quality of Teaching and Learning in Health Professions Education

Lesson study (LS) offers a systematic, but flexible, approach for enhancing the quality of teaching and learning in Health Professions Education (HPE). During LS, teachers collaboratively increase their understanding of their own practice with a variety of stakeholders, including students, subject specialists and education experts. There is increasing global use of LS in primary, secondary and higher education, with studies highlighting its impact on enhancing the quality of both teaching and learning through the professional development of teachers. Despite these benefits of LS, there have been few studies of how LS have been implemented in HPE. The article describes how LS can be practically adapted and implemented in a variety of both academic and clinical settings across the continuum of HPE, from basic to postgraduate and continuing professional education. There is great potential of LS as a method for faculty development in HPE, with both integration into current faculty development programmes and as a continuing professional development activity for teachers across the continuum of HPE.

Evaluating the Educational Environment in a Private Medical College Through Students' Eyes: Insights from the DREEM Scale

Background: Medical students' learning experiences and success are greatly influenced by their educational environment. For this environment to be continuously improved and to be in line with changing educational standards, regular assessment is necessary. A validated instrument that is frequently used to assess educational climates in health science institutions is the Dundee Ready Education Environment Measure (DREEM). Aim and Objective: Using the DREEM scale, this study sought to evaluate the educational environment as perceived by PramukhSwami Medical College (PSMC) first-year MBBS students in order to pinpoint areas of strength and room for development. Methods: 86 first-year MBBS students at PSMC participated in a cross-sectional study. The 50 items in the DREEM questionnaire, which was divided into five domains—students' perceptions of learning (SPL), teachers (SPT), academic self-perception (SAP), atmosphere (SPA), and social self-perception (SSP)—were used to gather data. The mean scores for each domain were examined using descriptive statistics to pinpoint areas in need of development. To investigate disparities in perception, comparisons based on gender were also examined. Results: A generally positive educational environment was indicated by the overall mean DREEM score of 145 ± 11.45 out of 200. SPL (37 ± 2.7), SPT (30 ± 1.8), SAP (23 ± 2), SPA (35 ± 3), and SSP (20 ± 2) were the subscale scores. Significant differences in SPT, SPA, and SSP scores were found by gender-based analysis, with female students reporting higher satisfaction in some domains (P < 0.05). Conclusion: With high SPL and SPA scores, the results indicate that first-year MBBS students at PSMC have favorable opinions of their learning environment. To further improve student satisfaction and academic achievement, specific interventions could be beneficial in areas like SPT and SSP. These gaps might be successfully filled by putting peer support networks and faculty development programs into place. Frequent evaluation with DREEM can support ongoing.

A Workshop and Toolkit to Support Late-Career Transitions for Faculty.

Twenty percent of medical school faculty are 60 years or older. These senior-career academic faculty often find a paucity of support for decision-making about late-career transitions. To help fill this professional development gap, we developed and tested an interactive workshop to facilitate deliberation and discussion among mid- and late-career faculty in various stages of career transition planning. The workshop included individual and small-group activities and a takeaway packet/toolkit for career transition planning. We conducted mixed methods analyses of postworkshop survey data to evaluate the workshop content, methods, and toolkit. The workshop was implemented six times, at four national conferences, one state-level conference, and one single institution, for a total of 207 participants. Evaluations were completed by 60% of participants. Thirty-one percent were thinking generally about transition, 40% were making specific plans for transition within 1-5 years, 15% were currently in transition, and 10% had fully transitioned. Perception of workshop objectives met received a median ranking of 4 (rated on a 5-point Likert scale). Participants reported positive outcomes, including taking time to think/reflect, finding starting points for transition planning, and sharing conversations. This highly rated, interactive workshop provides support and practical tools for faculty considering late-career transitions. In addition to providing resources for individual faculty, this workshop has value for an institution to support their senior-level faculty. We encourage the incorporation of this workshop into institutional faculty development programming to ensure a career lifespan approach to faculty development.

Assessment of Informatics Competency Among Nursing Faculty Members and Its Application in Educating Nursing Students at Abadan Nursing Faculty

Background: Nursing informatics in educational activities can serve as a strategy to bridge the gap between clinical practice and nursing education programs. Objectives: This study aimed to assess the informatics competency of nursing faculty members and its application in educating nursing students at Abadan Nursing Faculty. Methods: This descriptive-analytical research was conducted in 2023 at Abadan Nursing Faculty. The sample consisted of 73 faculty members from the nursing, operating room, and anesthesia departments, who were included in the study through census sampling. Data collection was performed using the standardized Nursing Informatics Competency Assessment Tool (NICAT) and an electronic teaching aids checklist. Data were analyzed using SPSS version 18, with independent t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation at a significance level of P < 0.05. Results: The mean score of faculty members’ nursing informatics competency at the Nursing Faculty was 110 out of a maximum of 150, placing it within the proficient range. The highest score for nursing informatics competency was related to the informatics literacy dimension (47.65), while the lowest was related to the information management skills dimension (19.54). Information management skills (r = 0.881, P < 0.001), computer literacy (r = 0.871, P < 0.001), and informatics literacy (r = 0.976, P < 0.001) were significantly correlated with nursing informatics competency. Faculty members reported the highest use of multimedia content development (mean score = 4.19) and the lowest use of robotic surgery (mean score = 1.71). Conclusions: Faculty members’ informatics competency was reported to be at a proficient level. However, due to advancements in technology and transformations in nursing care, it seems necessary to improve nursing faculty members’ abilities in all aspects, particularly in the information management skills dimension. It is recommended to hold faculty development programs regarding the integration of technology into the curriculum to elevate the quality of education.

A Blended Learning Course to Support Innovative Online Teaching in Higher Education

ABSTRACTThis paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education.

Effectiveness of the educational training program for Japanese chief residents: A one‐year pilot study

AbstractBackgroundMulti‐institutional faculty development programs for chief residents were lacking in Japan. This study evaluated the effectiveness of the program for enhancing the knowledge and behaviors of chief residents at the national level.MethodsSix participants completed self‐assessment questionnaires at three points: before, immediately after, and 6 months post‐program. Knowledge and behavior changes were compared using the Mann–Whitney U test.ResultsSignificant improvements in knowledge were observed and maintained at 6 months. However, behavioral changes were limited, with significant improvements only in counseling skills.ConclusionThe program effectively increased knowledge but faced challenges in translating it into sustained behavioral change.

Empowering Continuing Medical Education (CME) in India: leveraging Kern’s instructional design model

IntroductionContinuing Medical Education (CME) is vital for healthcare professionals to remain current with advancements and maintain their competence. In India, CME remains in its early stages, lacking a systematic approach. There is a pressing need for a comprehensive framework that addresses needs assessment, program development, accreditation, and credit allocation. Specifically, there is a gap in delivering targeted CME that meets the needs of different medical professionals at appropriate times. The aim of this study is to employ Kern’s six steps of curriculum design to plan and evaluate a faculty development program focused on Entrustable Professional Activities (EPAs) for MD (Doctor of Medicine) Biochemistry professionals.MethodsThis study utilized Kern’s six-step approach to design a training program on Entrustable Professional Activities (EPAs) tailored for MD Biochemistry professionals. Approval was obtained from the Institutional Human Ethics Committee. Following problem identification, a targeted needs assessment was conducted through expert consultations. The goal of the program was established, focusing on the development and delivery of an interactive online CME program. The program was developed, implemented and evaluated using surveys and feedback questionnaires.ResultsA comprehensive literature review revealed a notable gap in EPA-related works for MD Biochemistry program. Expert consultations highlighted significant training needs and barriers, such as limited resources and professional commitments. Consequently, the program’s primary objective was to raise awareness and sensitize participants to EPA development. A 4-h online CME was designed, featuring expert-led sessions and collaborative group activities. The program attracted 152 participants and utilized interactive elements, such as polls and chats, to foster engagement. Group activities allowed participants to apply concepts in EPA validation. Pre- and post-program surveys demonstrated significant improvements in participants’ knowledge and confidence. Feedback highlighted the practical relevance of the content and the interactive, hands-on nature of the sessions.ConclusionKern’s six-step approach provided a structured and effective framework for developing the CME program, addressing identified needs and barriers, and enhancing faculty development in MD Biochemistry. This study underscores the importance of a systematic approach in CME to improve program effectiveness.Trial registrationNot applicable.

How Do Lecturers Implement Case and Project Learning Models to Strengthen the Merdeka Curriculum? : A Study at Tanjungpura University, Indonesia

This study explores how lecturers at Tanjungpura University implement case and project-based learning models to strengthen the Merdeka Curriculum. Employing a qualitative approach with a descriptive method, data were gathered from 49 lecturers across various faculties through questionnaires and unstructured interviews. Data analysis involved descriptive techniques, with questionnaire results analyzed by frequency and percentage, while interview responses were interpreted qualitatively to identify key themes. Findings indicate that while many lecturers have begun integrating case and project-based learning, the extent of implementation varies significantly among faculties. Significant challenges include a lack of awareness and understanding of these models, insufficient institutional support, and difficulty integrating these methods into theory-heavy or practice-oriented courses. However, factors such as the need to align teaching practices with accreditation standards and the availability of faculty development programs are essential enablers. The study concludes that case and project-based learning hold significant potential for enriching the Merdeka Curriculum, and more structured support and awareness-building initiatives are necessary to realize their full benefits. Recommendations for lecturers include improving competencies through training, collaborating in learning design, and developing evaluation methods. For policymakers, strengthening institutional support, socializing the curriculum, and reviewing policies to integrate case and project-based learning are advised.

An Innovative, Collaborative, and Transformative Program to Enhance Off-Campus Clinical Faculty Engagement.

Off-campus (volunteer, community-based) clinical faculty, upon whom medical schools heavily depend, are an integral component of medical education. However, challenges hinder their involvement in medical school governance and other activities, including inadequate communication, lack of recognition, high clinical demands that may preclude teaching, and time-consuming non-clinical tasks. While faculty appointments offer benefits like free CME, access to library resources, and email communications, faculty often prioritize potential contributions to their teaching roles over these benefits. Our medical school launched a new initiative to tackle these issues head-on. We established an Office of Faculty Engagement (OFE) that leverages engagement strategies to enhance communication, broaden access to campus resources, and provide tailored rewards for clinicians. We rebranded volunteer clinical faculty as Off-Campus Faculty (OCF) to foster a more interactive relationship and innovative measures, including personalized welcome emails, a dedicated point of contact for OCF, a user-friendly website, regular orientations, faculty development programs, recognition and appreciation events, and exclusive awards. From August 2021 to December 2023, we contacted 587 OCF members; 85 faculty members experienced improved communication. This innovative approach streamlines and personalizes interactions with OCF, enhances their satisfaction, and represents a transformative opportunity to engage and involve OCF in medical education.

Structuring Materials to Support Student Learning: Analysis of Instructional Materials from a Professional Development Workshop.

Faculty development programs play a crucial role in enhancing learning by equipping educators with the necessary skills, knowledge, and pedagogical strategies to teach more effectively. One such program is the Promoting Active Learning in Analytical Chemistry (PALAC) workshop, which aimed to educate faculty on methods to create and use active learning course materials to support students during the process of learning. This research aimed to assess the design of classroom instructional materials generated by faculty that attended the PALAC workshops. The theories of Vygotsky's zone of proximal development and scaffolding were used as lenses to characterize the materials because they describe the benefits of providing support through the process of developing knowledge. The active learning materials were analyzed by assigning the cognitive levels of processing, as described by Marzano's taxonomy, to all questions asked across 134 in-class activities. The use of the cognitive levels of processing allowed the researchers to gauge the presence of scaffolding by tracking how the cognitive levels of processing changed from question to question across each in-class activity. The results from this study indicate that the majority of materials provide opportunities for students to engage with higher-order questions, but there is less evidence for the effective and consistent structuring of the materials. These results have implications for future faculty development programs, suggesting the need to allot more time for faculty to practice developing effective classroom materials. In conjunction, this work demonstrates the effective use of Marzano's taxonomy in assessing the cognitive structure of in-class activities.

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.

DYNAMICS OF EMOTIONAL INTELLIGENCE AMONG VISITING FACULTY IN THE ACADEMIA OF PAKISTAN: SOME POLICY INSIGHTS

Emotional intelligence is increasingly recognized as essential for effective teaching & interpersonal relationships within academic settings. Visiting faculty, in particular context, face unique challenges due to the temporary nature of their positions, which can affect their emotional well-being and professional efficacy. In the context of KP, Pakistan, this study aims to assess the levels of emotional intelligence amid visiting faculty in KP, examining variations by gender & age to provide insights for policy recommendations that support the development of this important group. A cross-sectional study was conducted with a sample of 200 visiting faculty members across academic institutions in KP. Data were collected over self-administered questionnaire, analyzed using descriptive statistics and bivariate analyses, including one-way analysis of variance. Findings revealed no significant difference in emotional intelligence levels amid male and female faculty members. The study highlights need for targeted emotional intelligence training & support, mainly for younger faculty members. The policymakers should consider incorporating EI initiatives within faculty development programs to enhance educational outcomes and foster a resilient academic community.

Advances in Psychiatry Training and Faculty Development in India.

This review examines the historical developments, current state of training, existing challenges, and opportunities for undergraduate, postgraduate, and super specialty psychiatry education in India. For this narrative review, we examined information from the published literature, along with key documents from the Indian Psychiatric Society, the National Medical Commission, and other relevant sources. In India, psychiatry training has seen significant advancements since independence, particularly in the past decade, driven by the recommendations of the Indian Psychiatric Society and the introduction of competency-based medical education by the National Medical Commission. This transformation has redefined undergraduate and postgraduate training across all medical disciplines, including psychiatry. The shift has moved away from traditional, time-bound frameworks toward a focus on acquiring specific competencies essential for effective clinical practice. This approach ensures that trainees gain theoretical knowledge and develop practical skills and professional attitudes crucial for patient care. However, a major challenge highlighted in this review is the transition of senior residents to faculty roles without adequate training in teaching, research, academia, and leadership. Despite this, they are expected to excel in these areas upon assuming faculty positions. To address this gap, we emphasize the urgent need for a comprehensive faculty development program for early career faculty. Our proposed initiative aims to bridge these gaps and support the development of future leaders and educators in psychiatry. The recommendations outlined in this review seek to create a robust educational environment that will cultivate the next generation of psychiatrists in India.

A study to assess the effectiveness of faculty development programme on assessing clinical competencies of learning into practice among nursing faculty at Sharda School of Nursing Science and Research, Sharda University, Greater Noida

A study to assess the effectiveness of faculty development programme on assessing clinical competencies of learning into practice among nursing faculty at Sharda School of Nursing Science and Research, Sharda University, Greater Noida

Reimagining faculty development: A paradigm shift from content to transformative learning processes

Background Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. Methods This qualitative research aims to enhance our understanding and support of educators’ ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow’s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. Results The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators’ commitment to structured teaching, self-directed learning, and continuous improvement. Conclusion This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.

The ravages of war: challenges and resilience in medical education in Sudan

The armed conflict between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) beginning on April 15, 2023, has thrust Sudan into a worsening humanitarian crisis, severely affecting all aspects of Sudanese life, including medical education and healthcare systems. This commentary explores the current state of medical training in Sudan amidst this conflict and discusses potential strategies to address the challenges faced by both students and educators.Following a comprehensive literature review of articles using keywords, and published from 2015 to the present, 2024, the challenges were categorized into issues related to the curriculum, educational resources, wellbeing of students and educators, human resources, and oversight by governing bodies. The proposed solutions involve the government, humanitarian organizations, medical schools, and innovative curricular strategies. Partnerships and the involvement of the Sudanese diaspora are crucial for situational assessment and execution of culturally sensitive, contextualized solutions. Alliances with other medical schools can facilitate the relocation of students and faculty. Faculty development programs and student support are paramount during this phase.Deploying distant learning strategies combined with small group learning, such as e-learning, problem-based learning (PBL), team-based learning (TBL), and ambulatory teaching, can mitigate some adversities in the Sudanese educational experience during war. Implementing collaborative evaluations and solutions can help Sudan's educational system navigate the conflict, enhance resilience, promote healthcare, and facilitate planning for the post-conflict period.

Advancing Sustainable Hospitality Education: A Systematic Literature Review

Global challenges such as climate change and social inequality have heightened the emphasis on sustainability across various sectors, with higher education institutions (HEIs) playing a pivotal role in fostering sustainable practices. This systematic literature review assesses the evolution of sustainable hospitality education (SHE) research over the past two decades, highlighting trends and identifying gaps to synthesize the current scholarly discourse. Using a comprehensive search strategy across multiple databases, we identified 39 key articles through a structured screening process. Our findings reveal that SHE is a dynamic and inclusive field, characterized by a diverse array of research methods, educational levels, and sample sizes. The analysis of delivery modes and subject domains underscores the importance of cross-domain issues in SHE research. The review concludes by proposing future directions for SHE, including the development of localized curricula, faculty development programs, and interdisciplinary research initiatives. It also emphasizes the need for longitudinal studies to assess the long-term impact of educational strategies on students' sustainability knowledge and practices. Implementing these recommendations will enable SHE to contribute significantly to the sustainable transformation of the hospitality industry and inspire educational innovation, advancing a greener and more equitable future.

The Future of Finance Education in Pakistan: Preparing for an AI-Driven Industry

This study investigated the transformation of finance education in Pakistan amid the rising influence of artificial intelligence (AI) in the financial sector. Through a mixed-methods approach involving 245 finance educators, industry professionals, and students from major Pakistani universities, the research examined current curricula gaps, industry requirements, and necessary pedagogical shifts. Results indicated significant disparities between existing finance education and industry needs, with 73% of professionals identifying AI literacy as crucial for future finance graduates. The study found strong positive correlations between AI-integrated finance education and graduate employability (r = 0.78, p < 0.001). Recommendations include curriculum redesign, faculty development programs, and industry-academia partnerships to prepare finance students for an AI-driven future.