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The systematic approach to faculty development activities for biomedical educators
Sateesh Babu Arja1, Simi Paramban1, Kumar Ponnusamy1
1Medical Education Department, School of Medicine, Avalon University, Curacao.
Introduction:
The term continuing professional development encompasses competencies required to practice the high quality medicine, including medical, managerial, ethical, social, and personal skills, whereas continuing medical education refers only to expanding the knowledge and skills required by physicians. The competencies for basic science faculty identified are management and administration, teaching, assessments, curriculum development, and research. This study aimed to evaluate the outcomes of faculty development initiatives at Avalon University School of Medicine and examine the optimal approach to faculty development activities.
Methods:
This is a survey-based quantitative study. A cross-sectional survey was conducted after implementing the faculty development activities. We took thirteen basic science faculty members as a unit and recruited them for different faculty development activities from 2015. Faculty members were involved in various faculty development courses, workshops, and training sessions. A survey was conducted among faculty members using a questionnaire on the Likert scale to identify if there are any increased knowledge or skills on teaching and assessment methods, educational scholarship, and scholarly activities after implementing faculty development initiatives. The faculty responses were tabulated and quantified in the Excel sheet and analyzed by SPSS software.
Results:
All thirteen faculty members responded to the questionnaire (100% response rate). There was an increased self-reported knowledge and skills of faculty members. 70% of the faculty agreed that they are able to get involved in designing their course learning objectives. 100% of the faculty were aware of different teaching methods, and 93% of them were implementing different types of teaching methods, including small group discussions, flipped classrooms, standardized patient-based teaching, and problem-based learning. 100% of the faculty were aware of different assessment methods and implementing them. There were self-reported and observed behavioral changes.
Conclusions:
Faculty development activities at Avalon University School of Medicine have shown to be effective. At larger institutions, the department chair can lead the faculty development activities.
