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A faculty development program evaluation: from needs assessment to long-term effects, of the teaching skills
Sevkat Bahar-Ozvaris1, Dilek Aslan, Nalan Sahin-Hodoglugil
1Public Health Department, Hacettepe University Faculty of Medicine, Ankara, Turkey. sevkato@hacettepe.edu
Teaching and Learning in Medicine
|December 8, 2004
Summary
The Teaching Skills Improvement Program successfully met medical educators' needs, with participants reporting high satisfaction and applying new techniques in their teaching. This faculty development program demonstrated significant positive outcomes.
Area of Science:
- Medical Education
- Faculty Development
Background:
- A 1997 survey at Hacettepe University Faculty of Medicine revealed medical educators' self-assessed high competence but also a strong interest in further training.
- 86% of surveyed educators expressed willingness to join a future training program addressing identified educational needs.
Purpose of the Study:
- To evaluate the effectiveness and impact of the Teaching Skills Improvement Program on medical educators' needs and teaching practices.
Main Methods:
- The study involved 83 faculty members participating in the Teaching Skills Improvement Program in 1998.
- Participant satisfaction, knowledge acquisition via testing, and microteaching performance were assessed.
- Long-term application of learned techniques was evaluated 6-12 months post-program.
Main Results:
- Participants reported high satisfaction with the program's content, organization, and trainers.
- Most participants achieved high scores on knowledge tests and demonstrated proficiency in microteaching sessions.
- A significant proportion of participants successfully integrated newly acquired teaching techniques into their practice.
Conclusions:
- The faculty development program effectively addressed the identified needs of medical educators.
- The program led to high participant satisfaction, improved knowledge, and sustained application of teaching skills.
- The Teaching Skills Improvement Program serves as a model for successful medical faculty development.