Assessing the Impact of Faculty Development Fellowship in Shiraz University of Medical Sciences

Background: Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fullfil the current students’ needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. Results: The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P 0.001). Assessment of the effectiveness of the program in trengthening the participants’ teaching ability showed that students noticed significant improvements in the participants’ teaching abilities (P 0.05).Conclusion: Our faculty development program appears to have a signi cant positive effect on medical teachers’ competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.