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Related Experiment Video

Updated: Jan 24, 2026

Genomic MRI - a Public Resource for Studying Sequence Patterns within Genomic DNA

Genomic MRI - a Public Resource for Studying Sequence Patterns within Genomic DNA

Published on: May 9, 2011

Transferability of faculty development resources.

Asela M Olupeliyawa¹, Sunil Venkateswaran², Nyunt Wai²

¹Faculty of Medicine, University of Colombo, Sri Lanka.

The Clinical Teacher

|May 18, 2019

Summary

This summary is machine-generated.

Adapting clinical teacher training resources across countries is feasible but requires local adjustments. Scenario-based videos effectively engaged participants, though some content needed adaptation for relevance.

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Area of Science:

Medical Education
Faculty Development
Cross-Cultural Adaptation

Background:

Adapting existing clinical teacher training resources is more efficient than creating new ones.
Limited evidence exists on effectively transferring training materials across different contexts and audiences.
This study investigated the transferability of Australian scenario-based training resources to Sri Lanka and Malaysia.

Purpose of the Study:

To test the transferability of scenario-based training videos and session plans.
To identify aspects needing adaptation for local contexts.
To provide recommendations for enhancing the transferability of faculty development resources.

Main Methods:

Five workshops were conducted in Sri Lanka and Malaysia for staff involved in student support.
An Australian educator facilitated workshops using video discussion triggers of students presenting concerns.
Data collected included participant questionnaires and field notes from local faculty developers.

Main Results:

Over 90% of participants found the workshops relevant, and over 95% agreed videos facilitated discussion.
Field notes indicated engagement with videos but highlighted the need for adaptation in one scenario and support-seeking approaches.
Adaptation of facilitation techniques was necessary to address local audience responses.

Conclusions:

Faculty development principles of content relevancy and reflection are confirmed.
Recommendations for enhancing transferability include co-facilitation with local faculty, explicit topic signposting, and re-contextualizing concepts through reflective discussion.