Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators...

Area of Science:

• Medical Education
• Health Professions Education
• Pedagogical Interventions

Background:

• Faculty development programs aim to transfer knowledge, skills, and confidence to educational practice.
• Inadequate integration poses a risk to successful knowledge transfer.
• This study evaluated transfer levels following a faculty development program.

Purpose of the Study:

• To evaluate the levels of knowledge, skills, and confidence transfer from a faculty development program to educational practice.
• To assess the integration of learned principles into the practice of health professions educators.

Main Methods:

• Mixed-method analysis of self-reports from 92 health professions educators.
• Participants completed a mandatory teaching and learning training program.
• A structured conceptual framework guided the analysis of pedagogical interventions.

Main Results:

• 93.4% of participants reported successful transfer of learning.
• Key outcomes included sustainable changed practice (57.6%), reflection on impact (21.7%), and effect analysis (14.1%).
• Lower levels included planned application (4.4%) and unimplemented ideas (2.2%).

Conclusions:

• The majority of health professions educators successfully transferred learning from faculty development programs.
• Ensuring successful transfer is vital for the sustainable development of teaching and learning practices.
• Faculty development programs must prioritize effective knowledge, skills, and confidence integration.