Program Completion to Continued Growth: Mixed Method Study of Effects of a Faculty Development Program

Abstract

Introduction: Faculty development programs have become a necessity for teaching faculty. Due to the variety in duration and format of these programs, it is essential to gauge the impact of these programs by carrying out thorough evaluations to improve the program’s future planning and implementation.

Objective: To assess the perceived immediate and long-term effects of a course in Health Professions Education (HPE) on the teaching and assessment skills of medical and dental faculty and to identify the factors that enable or hinder the implementation of these skills.

Methods: This study employed a retrospective pre/post-self-assessment questionnaire and in-depth interviews to elucidate the impact of this faculty development intervention on participants' knowledge and skill gains. Three cohorts (N=72) were inducted for the survey, while 5 interviews were conducted. Wilcoxon's signed rank was used for survey analysis. Thematic analysis was done to interpret interviews.

Results: A significant difference was found in pre- and post-perceived change in knowledge (p < 0.05) in all three domains of teaching & learning, assessment, and course design. Interviews yielded five themes: practical application, journey of self-development, roadblocks to change, enablers, and suggestions for improvement.

Conclusion: The results of this study indicate that the CHPE program has developed participants’ teaching and assessment knowledge and skills. Participants also identified the challenges and supporting factors in implementing acquired knowledge and skills. Faculty acknowledged the significance of the medical education department in facilitating faculty development, emphasizing more frequent training sessions.

Keywords: Dental Faculty, Health Occupations, Medical Education, Self Assessment, Surveys and Questionnaire