Title of article :
The systematic approach to faculty development activities for biomedical educators
Author/Authors :
ARJA, SATEESH BABU Medical Education Department - School of Medicine, Avalon University, Curacao , PARAMBAN, SIMI Medical Education Department - School of Medicine, Avalon University, Curacao , PONNUSAMY, KUMAR Medical Education Department - School of Medicine, Avalon University, Curacao , NAYAKANTI, ABARAHAM RATNA JOSEPH Medical Education Department - School of Medicine, Avalon University, Curacao , FATTEH, RESHMA Medical Education Department - School of Medicine, Avalon University, Curacao , ARJA, SIREESHA BALA Medical Education Department - School of Medicine, Avalon University, Curacao
Abstract :
Introduction: The term continuing professional development
encompasses competencies required to practice the high quality
medicine, including medical, managerial, ethical, social, and
personal skills, whereas continuing medical education refers only
to expanding the knowledge and skills required by physicians. The
competencies for basic science faculty identified are management
and administration, teaching, assessments, curriculum
development, and research. This study aimed to evaluate the
outcomes of faculty development initiatives at Avalon University
School of Medicine and examine the optimal approach to faculty
development activities.
Methods: This is a survey-based quantitative study. A crosssectional
survey was conducted after implementing the faculty
development activities. We took thirteen basic science faculty
members as a unit and recruited them for different faculty
development activities from 2015. Faculty members were involved
in various faculty development courses, workshops, and training
sessions. A survey was conducted among faculty members
using a questionnaire on the Likert scale to identify if there are
any increased knowledge or skills on teaching and assessment
methods, educational scholarship, and scholarly activities after
implementing faculty development initiatives. The faculty
responses were tabulated and quantified in the Excel sheet and
analyzed by SPSS software.
Results: All thirteen faculty members responded to the
questionnaire (100% response rate). There was an increased selfreported
knowledge and skills of faculty members. 70% of the
faculty agreed that they are able to get involved in designing their
course learning objectives. 100% of the faculty were aware of
different teaching methods, and 93% of them were implementing
different types of teaching methods, including small group
discussions, flipped classrooms, standardized patient-based
teaching, and problem-based learning. 100% of the faculty were
aware of different assessment methods and implementing them.
There were self-reported and observed behavioral changes.
Conclusions: Faculty development activities at Avalon University
School of Medicine have shown to be effective. At larger institutions,
the department chair can lead the faculty development activities.
Keywords :
Medical education , Educators , Biomedical , Faculty
Journal title :
Journal of Advances in Medical Education and Professionalism