Impact Of Faculty Development Program Research Articles

Faculty Development Program (FDP) Of Selected Private Colleges In General Santos City: Its Impact On Organizational Commitment And Adaptive Performance, Basis For Enhanced Retention Program

The purpose of this study was to determine How faculty Development Program affected the organizational commitment and adaptive performance of faculty members among selected private Higher Educational Institutions in General Santos City. The overarching objective of the program was to develop an intervention designed to yield an intervention program that will help increase if not sustain the above-variables of the study. The research utilized an adapted 4-part questionnaire to assess 104 faculty members, investigating the impact of Faculty Development Programs (FDP) on organizational commitment and adaptive performance. Employing a descriptive-correlational research design, the study employed the Input-Process-Output (IPO) paradigm to thoroughly analyze each variable, supported by a comprehensive review of related literature. Statistical analysis including frequency counts, percentages, mean, standard deviation, t-test, ANOVA, and Pearson r revealed that FDP positively influenced professional development, teaching skills, leadership, classroom management, knowledge and skills, and organizational participation. Respondents demonstrated moderate affective commitment, high continuance commitment, and moderate normative commitment, alongside adaptive behaviors in handling emergencies, managing work stress, problem-solving, and interpersonal, cultural, and physical adaptability. Based on these findings, a recommended intervention program in the form of a training workshop aims to further enhance faculty development.

The Impact of Faculty Development Programs (FDP) on Enhancing Professional Competence among Criminal Justice Educators

Faculty development plays a crucial role in equipping educators with the necessary skills for effective teaching. This study investigates the impact of Faculty Development Programs (FDPs) on enhancing the competence of criminal justice educators. Utilizing a qualitative approach, interviews were conducted with five (5) criminal justice educators affiliated with a higher educational institution in Baguio City, offering programs in Criminology and Forensic Science. The findings reveal that the experiences shared by the participants regarding their involvement in FDPs indicate a transformative effect on their professional development. Insights gleaned from the study demonstrate notable enhancements in their confidence, creativity, and overall competence in the realm of teaching. This research contributes valuable insights into the tangible benefits of FDPs within the context of criminal justice education, shedding light on the positive influence these programs can exert on educators' professional growth.

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

Purpose The 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/approach This 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. Findings Faculty 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 implications This 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/value The 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.

Impact of Faculty Development Programs in ELT & Professional Development

FDPs and job-embedded professional development could improve teaching and learning, as they provide knowledge, skills, and beliefs to teach effectively; opportunity to participate with other professionals in creating role models that contributed to the improvement of teaching; strengthened commitment to teaching by embedding it within their personal lives; connected what they teach with real-world experiences that were important to them both professionally and personally. The paper also focuses on the challenges related to Faculty Development Programs.

Impact of Faculty Development Program on Teachers’ Development

Impact of Faculty Development Program on Teachers’ Development

Evaluation of immediate impact of Faculty Development Programme using a pretest\u2013post-test study design format

BackgroundWorkshops are the most common models to enhance knowledge and skills in a specific subject area with an intent to explore, solve a problem and/or innovate new things. The most important aspect of a workshop is the transfer of knowledge in a safe learning environment as a faculty development activity (FDA). At International Medical University (IMU), Malaysia’s first private medical university which was established in 1992, Faculty Development Programmes (FDPs) are run throughout the year in order to enhance the knowledge and skills in teaching and assessment. In order to sustain this faculty development, IMU has a dedicated medical education unit called the IMU Centre of Education (ICE) with dedicated staff and respected faculty developers who are academic role models to the faculty of the institution. However, FDA are collaboratively run by ICE and IMU Centre for lifelong learning (ICL).ObjectivesTo determine the immediate impact of faculty development workshops for health professionals in teaching schools of IMU to enhance the teaching and assessment abilities of the faculty.MethodologyA retrospective quantitative research design was developed to collect data from multiple standard setting workshops using a 3-point Likert scale. A 20 items questionnaire as a pretest from the participants with and without the prior reading of online posted reading materials. An interventional hands-on workshop and a post-test score, using the same 20 items questionnaire, followed the workshop intervention. A collated quantitative data were gathered from a sample of 139 participants attending the standard setting workshops. Data were analysed using paired t test, one-way ANOVA and ANCOVA with effect size in SPSS version 24.ResultsA mean difference between pretest and post-test score was significant at t (138) = 92.24, p < 0.01. A barely significant difference of mean scores between pre-read, partially read and not-read participants was found at F (1, 136) = 9.402, p = < 0.05 and η2 = 0.121 by one-way ANOVA. A post-test difference of the mean scores across those read, partially read and not-read for reading materials on a controlled pretest score determined by one-way ANCOVA remained non-significant at F (1, 136) = 0.240, p = 0.787 associated with a practical effect size = 0.4% only.ConclusionA significant difference of the mean pretest and post-test score within the group was also significant between the groups. A post-test score, controlling on pretest score, was found not significant and is suggestive of an effectively delivered workshop for all participants. As a practical guide, a 7-step plan is recommended to ensure immediate impact of FDP. Majority of the participants rated the workshop as good in terms of content, organisation, delivery and usefulness. A high percentage of survey respondents reported that similar workshops to be offered in future.

Organizational impact of faculty development programs on the medical teacher's competencies.

BACKGROUND:Faculty development programs as useful approaches for organizational development improved competencies in faculty members which assist them to cope with workload and environment changes. Evaluating organizational development for faculty development programs provides insight into the impact of these programs on system development. The aim of present study was conducted to study the organizational development for faculty development programs at Kerman University of Medical Sciences.MATERIALS AND METHODS:This analytical and cross-sectional study was conducted between October and December 2020. The organizational development for faculty development questionnaire was sent to a simple random sampling of 100 faculty members who had been participated in the “Medical Education Fellowship” program. The data were analyzed using descriptive statistics including independent sample t-test, one-way ANOVA, and post hoc, using version 24.0 of SPSS.RESULTS:The response rate was 82%. Most of the faculty highly agreed that the “Medical Education Fellowship” program had produced organizational development. The score of the “Development and sustaining faculty development programs” domain (mean = 3.35, standard deviation [SD] =0.96) was higher than “Development and innovation in teaching and learning process” (mean = 3.31, SD = 0.74).CONCLUSIONS:Specific characteristics of the organizational development process for faculty development programs in health profession education were recognized. The findings emphasized on the importance of these interventions on creating developments in the broader community system.

The evaluation of faculty development programs in the United States. A fifty-year retrospective (1970s-2020)

This article provides a chronological review of models and studies on the&amp;nbsp;evaluation of faculty development programs in the United States. The article is&amp;nbsp;organized by decades, from the pre-1970s to 2020. The scope of the review, by&amp;nbsp;design, is limited to a sampling of influential work, both classic and recent&amp;nbsp;literature. An emergent theme from the review is that we now have robust&amp;nbsp;models, criteria, and examples of how to better assess the quality, outcomes,&amp;nbsp;and impact of faculty development programs. At the same time, what often is&amp;nbsp;lacking are staff, time, skills, or resources to do so. This gap serves to highlight&amp;nbsp;important questions for future research and practice.

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.

Impact of Faculty Development Programs to the Instructional Performance of Teachers in Governor Feliciano Leviste Memorial National High School

Teachers serve as the sole dispenser of knowledge in the schools. They need to be equipped with the skills in teaching using appropriate methodologies, strategies and approaches in dealing with various types of learners. In the Philippines, the Department of Education is determined to provide the teachers the best enhancement programs to achieve its vision for the Filipino people. Localized teacher training programs are being conducted in school levels to upgrade teachers’ level of competency in their needed instructional skills. Several teachers’ development programs are offered to teachers which are usually conducted monthly, quarterly or at least once a year to sustain their needs. This study aimed to determine the impact of faculty development programs to the instructional performance of teachers in Governor Feliciano Leviste Memorial National High School. This also sought to answer how effective were teachers with regard to instructional skills as assessed by teachers themselves and by their respective department heads in relation to the faculty development programs. It also evaluated the faculty development programs offered in GFLMNHS namely, Gender and Development (GAD) Program, In-service trainings (INSET) and Learning Action Cell (LAC). Descriptive method of research was applied to figure out the impact of those enhancement programs in the teacher’s instructional performance. It involved the 203 secondary school teachers and seven department heads of the said school. The researcher utilized the questionnaire as the main data-gathering tool which consisted of two parts. Part one dealt with the instructional performance of teachers and part two was about the evaluation of faculty development programs as assessed by department heads and teachers themselves. The responses were interpreted using the appropriate statistical tools such as Percentage, Weighted Mean, Ranking and t-test based from the obtained answers. Furthermore, the study reveals the significant impact of faculty development programs specifically the GAD, INSET and LAC sessions to the instructional performance of teachers.

Impact of faculty development programme on self-efficacy, competency and attitude towards medical education in Bhutan: a mixed-methods study

BackgroundSoon after Bhutan’s first medical university was established in 2012, Faculty Development Programmes (FDPs) were adopted for efficient delivery of postgraduate medical curriculum. Medical education was an additional responsibility for the clinicians who already had multi-dimensional roles in the healthcare system where there is acute shortage of healthcare professionals. We studied the impact of FDPs on postgraduate medical education in Bhutan.MethodsThis was a mixed-methods study with a quantitative (cohort study – quasi-experimental with 18 participants) and concurrent explanatory qualitative component (focused group discussion (FGD) with 11 teaching faculty members). The 18 participants were given a structured FDP designed by the University. The FGD assessed teacher self-efficacy and competency using standard tools before and after the FDP. Thematic analysis of the FGD explored the impact of FDPs in the delivery of postgraduate residency programmes.ResultsThere were significant increase in the teacher self-efficacy (31 vs 34, p = 0.009) and competency scores (56 vs 64, p = 0.011). There were significant improvements in self-efficacy in the domain of the teaching relevant subject contents and developing creative ways to cope with system constraints. In teaching-learning assessments, there was a significant appreciation of the effectiveness of lectures and tutorials and the use of essay questions. The FGD demonstrated the acceptance of FDPs and its importance in quality improvement of postgraduate medical education, professional development of teachers and improvement of their communication skills. The teachers have now migrated from the conventional methods of teaching to workplace-based teaching and assessment. The FDPs also resulted in review and revision of postgraduate medical curriculum soon after the first batch graduated in 2018. Lack of adequate support from relevant stakeholders and lack of a medical education centre in the University were seen as major challenges.ConclusionsThe FDPs have brought tangible professionalization of postgraduate medical education at an early stage of the medical university. There is a need for continued efforts to strengthen, sustain and consolidate the gains made thus far.

Evaluating the long-term impact of faculty development programs on MCQ item analysis

Purpose: Evaluating the long-term impact of faculty development programs (FDPs) can help monitor the effectiveness of the program and identify areas for development. This study examined long-term differences in confidence, knowledge, behaviors, and policies of faculty members who attended FDPs on multiple choice question (MCQ) item analysis and faculty members who did not attend the FDPs.Methods: A cross-sectional study design was used, by administering a 24-item survey to a representative sample (simple random selection) of 61 faculty members at King Abdulaziz University Faculty of Medicine.Results: Among respondents, 34% did not attend FDPs; 53% attended 1–3 FDPs; and 13% attended more than 3 FDPs on MCQ item analysis. Results showed that faculty knowledge on elements of MCQ item analysis was significantly greater (p = .01) for members who attended the FDPs. Faculty who attended FDPs on MCQ item analysis were twice more likely to conduct item analysis in general (p = .020) and four times more likely to conduct item analysis for more than 70% of module examinations (p = .005).Conclusion: FDPs focused on MCQ item analysis can yield systematic changes on faculty confidence, knowledge, and behaviors. Moreover, FDPs also need support from the department and need sustained strategic support to ensure continued effectiveness.

Medical Students’ Exposure to Bedside Teaching

The “One-Minute Preceptor” is a well-known and widely used clinical teaching model which consists of five primary microskills: (1) get a commitment, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce what was right, and (5) correct mistakes. In order to obtain a baseline measurement of the use of these microskills in an established clinical department, we shadowed medical students during rounding experiences and clinical tutorials throughout an 8-week clinical rotation and recorded their exposure to the microskills; combining the latter two into a single domain of “feedback.” We recorded the presence or absence of each microskill within 15-min intervals. Overall, commitment, probing, teaching, and feedback occurred in 49.0, 20.2, 89.9, and 41.8 % of the 15-min intervals, respectively. This observational strategy was an innovative approach to observe the quality and quantity of clinical teaching and provides a baseline to determine the impact of faculty development programs to improve clinical teaching.

The Personal and Professional Impact of a Fellowship in Medical Education

Faculty development is essential to fostering excellence in medical education and desired learning outcomes. Little is known, however, about the personal and professional impact of faculty development programs on participants, learners, and institutions. We explored the perspectives of medical education fellowship graduates on their skills, self-perceptions, participation in learning communities, and reflective practice. We also explored the results of the implementation of a scholarly medical education project. The study was a qualitative analysis of semistructured interviews with 40 faculty from multiple disciplines who, between 1999 and 2005, had completed a yearlong fellowship in medical education. Through qualitative analysis, we identified 11 themes. Study participants described postfellowship changes in knowledge, self-perceptions, and behaviors and institutional changes that resulted from education projects. With a foundation of principles and skills, the Fellows' confidence and identity as educators were strengthened by their sense of self-efficacy, others' perceptions of their credibility, and support from a community of peers and mentors. This change affected the graduates' professional career trajectories. Common themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills, protected time, a supportive learning environment, relationships with peers and mentors, validation of educational expertise by others, community building and networking, and emphasis on self-reflection and awareness are essential elements of faculty fellowships in medical education. This analysis suggests that these elements foster the evolution of identity, confidence, and self-efficacy among fellowship graduates. This personal development promotes the professional development of the medical educator.

An Instructional Seminar for Online Case-Based Discussions

To assess a training seminar developed to prepare pharmacy instructors to facilitate online discussions. A 2-part seminar was developed to train faculty members and teaching assistants to facilitate online case-based discussions. A preseminar survey instrument was distributed to potential attendees and a postseminar survey instrument was given to those who attended the seminar. Twenty (91%) instructors completed the preseminar survey instrument. Eleven of these instructors attended at least 1 session of the seminar and indicated that the didactic and/or application portions were either "helpful" or "very helpful." These faculty members and teaching assistants also completed the postseminar survey instrument and conveyed a significant increase in level of comfort in their ability to facilitate online case-based discussions (p=0.004). The 3 most frequently perceived barriers to online teaching remained consistent despite training or teaching experience. After attending a training seminar and/or facilitating an online case discussion, participants' comfort level in their ability to teach online increased. Further study of the impact of faculty development programs on teaching effectiveness and student satisfaction with online pharmacy education is warranted.

Assessing the impact of a faculty development workshop: A methodological study

Background: Faculty development programs have been used widely in the health professions. Although many activities have been described in the literature, few studies exist that have measured the impact of such programs. Purpose: This pilot study was designed to test a methodology to measure change in attitudes, cognitive learning, and teaching behaviors following a workshop on small group teaching. Methods: Instruments were designed to measure attitudes, cognitive learning, and teaching behaviors. Study participants included 10 faculty members who had attended the workshop between 1988 and 1993 and 10 control participants. Over a 3‐month period, the three instruments were employed to collect data. Results: The instruments developed for this study detected differences between the two groups. The experimental group exhibited more small‐group teaching skills and greater knowledge about small‐group teaching than did the control group. Differences existed in the use of and attitudes toward this teaching method. However, we encountered specific difficulties with the instruments and their administration. Conclusions: This study attempted to develop a methodology to assess the impact of a particular faculty development workshop. Larger prospective studies are needed to further refine this methodology to assess the impact of faculty development programs.

Assessing the impact of faculty development programs in medical education.

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