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[Barriers for faculty development in medical education: a qualitative study]
Luz Montero1, Ximena Triviño, Marisol Sirhan
1Departamento de Medicina Familiar, Pontificia Universidad Católica de Chile, Chile. luzmonte@med.puc.cl
Revista Medica De Chile
|January 4, 2013
Summary
Faculty often avoid medical education courses due to a belief that teaching is an innate skill and a perception of lower priority. Barriers to participation are multifactorial, impacting faculty development.
Area of Science:
- Medical Education
- Faculty Development
- Qualitative Research
Context:
- Catholic University of Chile's medical school offered a Diploma in Medical Education (DEM) since 2000.
- Despite course availability, 41% of faculty had not participated by 2009.
Purpose:
- To investigate the underlying reasons for faculty non-participation in continuing medical education courses.
- To understand faculty perceptions regarding teaching and professional development.
Summary:
- Semi-structured interviews with seven non-participating faculty revealed key themes.
- Faculty perceive teaching as an inherent talent, not a trainable skill, and face multiple perceived barriers to course attendance.
- Teaching is often de-prioritized compared to other academic and clinical responsibilities.
Impact:
- Identified critical barriers to faculty engagement in professional development programs.
- Informs strategies to enhance participation in medical education training.
- Highlights the need to address faculty perceptions of teaching and workload to improve educational quality.
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