Faculty development for educators: a realist evaluation.

Area of Science:

• Medical Education
• Health Professions Education Research

Background:

• Effectiveness of faculty development (FD) for UK medical educators is under-researched.
• Realist evaluation approach applied to understand FD mechanisms.

Purpose of the Study:

• Evaluate faculty development activities using a realist approach.
• Test if motivation, engagement, and perception are key mechanisms for effective FD.

Main Methods:

• Realist evaluation incorporating observation and interviews with 33 participants.
• Engagement measured using a scale; interviews explored motivation, engagement, and perception.
• Follow-up interviews (n=12) explored impact, mechanisms, and context six months later.

Main Results:

• Individualistic motivation was predominant.
• Engagement emerged as the key mechanism for learning, facilitated by participatory learning.
• Six months later, engagement remained key, with reflective practice as the context.
• Increased confidence and empowerment in teaching were reported outcomes.

Conclusions:

• Individual motivation initiates participation in FD.
• Engagement is the primary causal mechanism for learning in FD.
• Understanding 'what works for whom, in what context, and why' is achievable with realist evaluation metrics.