'It's going to change the way we train': Qualitative evaluation of a transformative faculty development workshop

Area of Science:

• Medical Education
• Professional Development
• Qualitative Research

Background:

• Limited understanding of faculty development (FD) strategies for sustainable behavioral change.
• Need to identify effective FD activities for healthcare professionals (HPs).

Purpose of the Study:

• Evaluate the medium- to long-term impact of an FD workshop based on transformative learning (TL) theory.
• Identify FD aspects that encourage HPs to adopt effective teaching and learning practices.

Main Methods:

• Qualitative study involving 17 HPs interviewed 7–30 months post-workshop.
• Purposeful sampling and reflexive thematic analysis.

Main Results:

• Four themes emerged: perspectival shift, re-affirmation of practice, educator identity development, and valuing community of practice (CoP) support.
• Critical discourse and reflection in workshops enhanced knowledge and understanding.
• TL was more likely with a strong educator identity and supportive workplace CoP.

Conclusions:

• FD initiatives promoting critical discourse and reflection are key for behavioral change.
• Strong educator identity and workplace CoPs facilitate TL readiness.
• Strengthening workplace educator CoPs can enhance sustainable behavioral change in HPs.