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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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The case for faculty development: A realist evaluation.

Dominic Proctor1, David Leeder1, Karen Mattick1

  • 1University of Exeter Medical School, College of Medicine and Health, University of Exeter, Exeter, UK.

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Summary
This summary is machine-generated.

Investing in faculty development can improve educational outcomes, but the mechanisms are complex. This study reveals how context influences faculty engagement and outcomes, offering evidence-based strategies for better program design and impact on students.

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Area of Science:

  • Medical Education Research
  • Health Professions Education
  • Educational Psychology

Background:

  • Faculty development investments often lack evidence-based justification.
  • Understanding the mechanisms linking faculty development to educational outcomes is crucial.

Purpose of the Study:

  • To explore the mechanisms through which faculty development investment leads to improved educational outcomes for staff and students.
  • To provide evidence-based recommendations for faculty development program design.

Main Methods:

  • A three-phase realist evaluation was conducted.
  • Phase 1: Developed initial program theory from literature.
  • Phases 2 & 3: Conducted 32 realist interviews and developed recommendations.

Main Results:

  • Faculty development programs are complex and context-dependent.
  • Contextual factors (e.g., accreditation, learning culture) influence faculty engagement and outcomes (e.g., competence, satisfaction).
  • These staff outcomes can ultimately benefit students.

Conclusions:

  • Faculty development effectiveness is shaped by context and individual faculty experiences.
  • Recommendations include clear implementation strategies, transparent communication, and efficacy evaluation.
  • This study enhances understanding of evidence-based interventional strategies in faculty development.