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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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Identification of capacity development indicators for faculty development programs: A nominal group technique study.

Mahla Salajegheh1, Roghayeh Gandomkar1,2, Azim Mirzazadeh1,3,4

  • 1Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran.

BMC Medical Education
|May 26, 2020
PubMed
Summary
This summary is machine-generated.

This study identified 26 indicators for capacity development in faculty development programs for health professions educators. These indicators focus on innovation, collaboration, program sustainability, leadership, and scholarship.

Keywords:
capacity developmentfaculty developmentindicatornominal group technique

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Area of Science:

  • Health Professions Education
  • Organizational Development
  • Faculty Development

Background:

  • Limited research on faculty development's contribution to organizational capacity building in health professions education.
  • Absence of established indicators for faculty development capacity building.

Purpose of the Study:

  • To identify indicators of capacity development within faculty development programs.
  • Focus on Tehran University of Medical Sciences (TUMS) faculty development context.

Main Methods:

  • Utilized a nominal group technique session.
  • Involved key informants from faculty development program providers.

Main Results:

  • Generated a list of 26 capacity development indicators.
  • Identified five key categories: teaching/learning innovation, communication/collaboration, program sustainability, leadership/management, and scholarship.

Conclusions:

  • Capacity development is an integrated process within a broader system.
  • Involves individual and collective actions, professional identity, and systemic participation.