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Innovative method of needs assessment for faculty development programs in a Gulf medical school
B V Adkoli1, K U Al-Umran, M H Al-Sheikh
1College of Medicine, King Faisal University, King Fahd Hospital of University, Al-khobar, KSA. bvadkoli@gmail.com
Education for Health (Abingdon, England)
|February 4, 2011
Summary
This study developed a participatory needs assessment for medical faculty development, identifying key training gaps in curriculum planning and research. The findings support a comprehensive approach to enhance medical education quality.
Area of Science:
- Medical Education
- Faculty Development
- Continuing Professional Development
Background:
- Effective faculty development is crucial for enhancing medical education quality.
- Current programs often lack participant-centered needs assessment, with limited methods for identifying faculty needs.
- The Medical Education Unit at the University of Dammam implemented an innovative approach to identify and prioritize faculty development needs.
Purpose of the Study:
- To identify and prioritize faculty development needs in medical education using a novel assessment method.
- To inform the planning of future faculty development activities based on identified needs.
- To explore faculty willingness to participate in and commit time to development activities.
Main Methods:
- A pilot-tested questionnaire assessed perceived importance and self-rated performance on 12 core competencies among 200 faculty members.
- Priority rankings for continuing education were determined by analyzing gaps between perceived importance and self-rated performance (average/poor).
- Faculty preferences for continuing education activities, time commitment, and suggestions for improvement were also analyzed.
Main Results:
- All 12 competencies were rated 'highly important' by faculty.
- Competencies identified as "gaps" (high importance, low performance) included curriculum planning, learning resource development, course evaluation, and research skills.
- Prioritized faculty development activities included specialized courses, new faculty orientation, and educational research training.
Conclusions:
- A participatory needs assessment, using the "perceived importance" vs. "self-rated performance" gap, effectively prioritized faculty development needs.
- A comprehensive faculty development strategy requires both departmental and organizational initiatives.
- The methodology is adaptable for faculty development needs assessment in diverse contexts, including the Gulf Region.
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