Evaluating the impact of faculty development programs at the workplace by using reflective critique writing technique

Area of Science:

• Medical Education
• Faculty Development
• Educational Psychology

Background:

• Faculty professional development is crucial for enhancing educational quality.
• Reflective Critique writing serves as a vital tool for evaluating faculty development programs, promoting self-reflection and awareness.
• Exploring faculty experiences with Reflective Critique writing can encourage engagement and personal/professional growth.

Purpose of the Study:

• To determine the effectiveness of Reflective Critique writing in improving faculty teaching skills post-development program.
• To explore faculty experiences with Reflective Critique writing for professional and personal enhancement.

Main Methods:

• Mixed-methods study employing an explanatory sequential design (quasi-experimental and exploratory).
• Quantitative phase: 27 faculty members using purposive sampling; Qualitative phase: 10 faculty members using convenience sampling.
• Training on Reflective Critique (what, so what, now what model) during a Case Based Learning facilitation skills workshop, with pre/post-tests and evaluations at 3 and 6 months.

Main Results:

• 80% of participants achieved critical reflection by the 3rd writing, up from 60% initially, indicating program effectiveness.
• Significant improvements in teaching skills, learning transfer, and behavior change were observed (Kirkpatrick Level 3).
• Qualitative themes included ongoing skill development, enhanced higher-order thinking, and making sense of experiences; participants called it 'The Game Changer.'

Conclusions:

• Reflective Critique writing facilitated a deeper, critical evaluation of faculty development programs.
• This practice enhanced overall faculty performance and professional development in the workplace.