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Process-oriented evaluation of an international faculty development program for Asian developing countries: a

Do-Hwan Kim1,2, Jong-Hyuk Lee3, Jean Park3

  • 1Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Republic of Korea.

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|December 23, 2017
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Summary
This summary is machine-generated.

This study explored the Lee Jong-Wook Fellowship for Health Professional Education, identifying key factors for successful faculty development in Southeast Asia. Tailored strategies are crucial for improving health professions education in developing countries.

Keywords:
Developing countriesFaculty development programHealth professions educationSoutheast AsiaThematic analysis

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Area of Science:

  • Health Professions Education
  • International Faculty Development
  • Qualitative Research

Background:

  • Limited faculty development opportunities exist in Southeast Asian developing countries.
  • Existing programs often lack process explanations, focusing only on outcomes.
  • The Lee Jong-Wook Fellowship aimed to build capacity for health professions educators in the region.

Purpose of the Study:

  • To explore the process and contributing factors of the Lee Jong-Wook Fellowship for Health Professional Education.
  • To understand the elements that lead to successful faculty development in resource-poor settings.
  • To provide insights for designing effective international faculty development programs.

Main Methods:

  • Qualitative data collected through group and individual semi-structured interviews.
  • Fellows were from Cambodia, Myanmar, and Laos.
  • Thematic analysis was applied, examining context, facilitators, program, and participants.

Main Results:

  • Twelve themes emerged across the four components of faculty development.
  • Key contextual factors included resource limitations and hierarchical culture.
  • Effective facilitators utilized practical teaching methods, fostering mutual understanding and collaboration.
  • Program strengths were workplace applicability and time for practice/reflection.
  • Participant heterogeneity and diverse attributes were highly valued.

Conclusions:

  • The fellowship's success was influenced by a complex interplay of factors.
  • While best practices are relevant, program design must consider cultural context, selection, learning environment, and English communication.
  • Understanding the process is vital for developing targeted strategies for health professions educators in similar developing countries.