Workplace-based faculty development model: A meta-synthesis review of qualitative research

Area of Science:

• Medical Education
• Faculty Development
• Qualitative Research Synthesis

Background:

• Effective faculty development is crucial for enhancing teaching skills in medical education.
• Transferring learned skills to the clinical workplace remains a challenge.
• Existing models may not fully address the complexities of workplace learning.

Purpose of the Study:

• To develop a comprehensive model for workplace-based faculty development (WBFD).
• To identify key framework components that enhance the transfer of teaching skills in the workplace.
• To synthesize findings from qualitative studies in medical education.

Main Methods:

• A meta-synthesis using a meta-ethnographic approach was conducted.
• Searched PubMed, Medline, PsycINFO, SCOPUS, and Google Scholar for qualitative studies (2000-2024).
• Thematic synthesis was employed to identify core themes for the WBFD model.

Main Results:

• Ten qualitative studies met the inclusion criteria.
• Seven core themes emerged: Peer Coaching, Learning by Observing/Doing/Reflecting, Workplace-Based Learning, Cognitive Apprenticeship Model, Institutional Support, Feedback and Reflection, and Evaluation.
• Peer coaching and the Cognitive Apprenticeship Model, supported by institutional resources, were key for skill transfer.

Conclusions:

• The developed WBFD model integrates essential components for sustainable learning transfer of teaching skills.
• The model emphasizes the synergy between peer coaching, reflective practice, cognitive apprenticeship, and institutional support.
• Further experimental research is recommended to validate the model's efficacy in faculty development.