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Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action
Kuo-Chen Liao1,2,3, Chang-Hsuan Peng2,3
1Division of Geriatric Medicine and General Internal Medicine, Department of Internal Medicine, Chang Gung Memorial Hospital Linkou, Taoyuan, Taiwan.
Teaching and Learning in Medicine
|April 24, 2023
Summary
Faculty developers can improve teaching workshops by using action research to reflect on and refine their practices. This systematic approach enhances workshop delivery and participant engagement, fostering growth for both faculty and developers.
Area of Science:
- Medical Education
- Faculty Development
- Action Research
Background:
- Competency-based medical education (CBME) requires effective faculty development for successful implementation.
- Faculty developers aim to enhance teaching roles through workshops, but improving delivery via self-research is underexplored.
Purpose of the Study:
- To explore how faculty developers can improve workshop delivery through researching their own teaching practices.
- To understand the application of action research in refining faculty development workshops.
Main Methods:
- Four cycles of action research were conducted in mini-Clinical Evaluation Exercise (mini-CEX) workshops.
- Qualitative data from reflective journals, observer notes, and participant feedback were thematically analyzed.
Main Results:
- Action research facilitated iterative refinement of workshop design and delivery.
- Workshops evolved from didactic to dialogic, improving participant engagement and empowerment.
- The process supported the faculty developer's professional growth.
Conclusions:
- Action research provides a systematic framework for faculty developers to investigate and improve their teaching practices.
- This self-reflective inquiry can transform program delivery and establish developers as agents of change.
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