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Related Experiment Videos

Does a faculty development programme improve teachers' perceived competence in different teacher roles?

T B B Boerboom1, D H J M Dolmans, A M M Muijtjens

  • 1Utrecht University, Chair Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht, The Netherlands. t.b.b.boerboom@uu.nl

Medical Teacher
|November 14, 2009
PubMed
Summary

Faculty development (FD) programs positively impacted veterinary medical teachers

Related Experiment Videos

Area of Science:

  • Veterinary Medical Education
  • Faculty Development
  • Pedagogical Competence

Background:

  • Evolving educational paradigms necessitate student-centered teaching approaches in medical schools.
  • Traditional teaching methods require different competencies than modern, student-focused strategies.

Purpose of the Study:

  • To assess the impact of a faculty development program on veterinary medical teachers' perceived teaching competence.
  • To evaluate changes in perceived competence across seven distinct teaching roles.

Main Methods:

  • A questionnaire-based survey was administered to 251 veterinary medical teaching staff.
  • Stepwise multiple linear regression analysis was employed to determine the effect of faculty development participation.

Main Results:

  • Participation in the faculty development program significantly enhanced teachers' perceived competence.
  • Positive effects were observed across a majority of the evaluated teaching roles.

Conclusions:

  • Faculty development programs appear to positively influence veterinary medical teachers' self-assessed teaching competence.
  • Further investigation is warranted to ascertain if faculty development translates to improved actual teaching performance.