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Faculty development program evaluation: a need to embrace complexity.

Nicolas Fernandez1, Marie-Claude Audétat2

  • 1Centre for Pedagogy Applied to the Health Sciences, Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université de Montréal, Montréal, QC H3C 3J7, Canada.

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Summary
This summary is machine-generated.

Faculty development programs in health professions education need better evaluation. Current models fail to capture the full, multilevel impacts of these essential programs.

Keywords:
Structuration Theorycomplexity theoryidentity developmentinterpersonal relationshipsorganizational normsprogram assessment

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Area of Science:

  • Health Professions Education
  • Educational Program Evaluation

Background:

  • Faculty development is crucial for maintaining teaching effectiveness and adapting to innovations in health professions education.
  • Evaluating faculty development programs is vital for their relevance and efficiency, yet specific models are lacking.
  • Existing general program evaluation models inadequately capture desired outcomes and impacts of faculty development.

Purpose of the Study:

  • To address the limitations of current evaluation models for faculty development programs.
  • To propose conceptual avenues for evaluating the complex, multilevel impacts of faculty development.

Main Methods:

  • Literature review on faculty development program evaluation.
  • Conceptual analysis drawing on Structuration Theory.

Main Results:

  • General program evaluation models are insufficient for faculty development due to evolving program content and unpredictable, multilevel outcomes.
  • There is a need for evaluation models that capture the complexity and reciprocal relationships between faculty development program components and their impacts.

Conclusions:

  • Faculty development program evaluation requires innovative approaches beyond traditional models.
  • Structuration Theory offers a potential framework for understanding and evaluating the multilevel impacts of faculty development.