scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

EDUCATION

PEDIATRICS ◽  
1956 ◽  
Vol 18 (2) ◽  
pp. 301-303
Author(s):  
Tyree C. Wyatt ◽  
William D. Alsever
Keyword(s):  
New York ◽  
Clinical Teaching ◽  
State University ◽  
Basic Sciences ◽  
Pediatric Pathology ◽  
Large Measure ◽  
Clinical Teachers ◽  
Actual Patient ◽  
Clinical Clerkships ◽  
Science Training

THIS is a report of the plan for teaching basic pediatric pathology in connection with ward teaching during clinical clerkships, which has been in use for several years in the Pediatric Department of the State University of New York at Syracuse. Its success as one of the most practical ways of drawing the preclinical basic sciences closer to actual patient care may be of interest to teachers, either in pathology or on the wards, who feel that there is still too wide a gap between the preclinical years and the clinical teaching years. This problem has been one of long recognition and concern, varying in degree and intensity in different settings dependent in a large measure on the background in basic science training and experience of the clinical teachers.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1970 ◽  
Vol 46 (4) ◽  
pp. 653-658
Keyword(s):  
Clinical Teaching ◽  
Medical Science ◽  
Faculty Members ◽  
University Of Pennsylvania ◽  
Full Time ◽  
Physical Medicine ◽  
Basic Sciences ◽  
Senior Faculty ◽  
School Of Medicine ◽  
Basic Medical

MEDICAL SCIENCE COURSE: University of Pennsylvania School of Medicine announces a correlated basic medical science course for the fall of 1970. The program, of one semester duration designed to provide a background in the basic sciences, lasts 15 weeks and includes 3 hours per day of formal teaching by senior faculty members and 4 hours per day of clinical teaching by discipline (medicmne, surgery, physical medicine, pediatrics, cardiology, gastroenterology, and dermatology.) This course affords a unique opportunity to participate in an informative and stimulating full time, full semester program directed to the clinical correlation of the basic sciences in a medical practice setting.

scholarly journals Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class

2022 ◽  
Vol 10 ◽  
Author(s):  
Kiruthika Ragupathi ◽  
Zi Hui Yeo ◽  
Hui Chieh Loy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Survey ◽  
Course Design ◽  
Student Experience ◽  
Instructional Designers ◽  
Multiple Choice Questions ◽  
Mass Higher Education ◽  
University Courses ◽  
Qualitative Responses

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.

scholarly journals Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Simon Nothman ◽  
Michael Kaffman ◽  
Rachel Nave ◽  
Moshe Y. Flugelman
Keyword(s):  
Medical Students ◽  
Faculty Development ◽  
Clinical Teaching ◽  
Relative Number ◽  
Medical Schools ◽  
Educational Training ◽  
Online Questionnaire ◽  
Clinical Teachers ◽  
Significant Difference

Abstract Background Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of medicine. Our research reviews the training that physicians in Israel receive as teachers of clinical clerkships, and their thoughts regarding teaching students. The importance of faculty development cannot be overstated, for securing quality medicine and physician empowerment. Methods This study was based on a survey conducted among physicians teaching at Israeli medical schools. The survey was conducted using an online questionnaire sent to clinical teachers according to lists received from the teaching units of the faculties, department heads, and other clinical teachers. Participation in the study was anonymous. Findings Of 433 invited physicians, 245 (56%) from three departments (internal medicine, paediatrics, obstetrics and gynaecology) of four faculties of medicine in Israel, out of five total, completed the questionnaire. Only 35% of the physicians reported having received training for their role as teachers, most of these participated in a short course of up to 2 days. There were significant differences between the Technion and the other schools. Technion teachers without academic appointment had higher rates of pedagogic training. The same was true in regard to Technion teachers, either residents or young specialist. Significant gaps were reported between the content covered in the training and the topics the doctors felt they would want to learn. The clinicians who participated in the survey expressed that clinical teaching was less valued and more poorly remunerated than research, and that improved compensation and perceived appreciation would likely improve the quality of clinical teaching. Conclusions Of the one-third of the physicians surveyed who had received some training in clinical teaching, the training was perceived as inadequate and not aligned with their needs. There was a significant difference in rates of pedagogic training between the Technion and other medical schools. In addition, most clinical teachers surveyed felt that teaching students is inadequately valued. Due to its focus on just three disciplines, and higher relative number participants from the Technion faculty of medicine, our survey may not fully represent the activities of the faculties of medicine in Israel. Nevertheless, given the importance of clinical teaching of medical students, our findings argue for increasing faculty development and educational training of physicians in clinical settings, for recognizing the importance of teaching in academic and professional promotion processes.

scholarly journals Perception of Faculty Members of Regional Medical School Toward Faculty Development Program

2019 ◽  
Author(s):  
Karimeldin Mohamed Ali Salih ◽  
Abdullah M. AL-Shahrani ◽  
Ibrahim Awad Eljac ◽  
Mohammed Abbas
Keyword(s):  
Staff Development ◽  
Faculty Development ◽  
Development Program ◽  
Academic Program ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Faculty Development Program ◽  
Validated Questionnaire ◽  
Interactive Lectures ◽  
One Year

Introduction: Any types or process of activities that are performed by a group or an individual to enhance, promote, and improve the performance, competencies or skills of a health professional at an institute level are defined as faculty development which has many other names like staff development, academic development, and educational development. The importance of faculty development stressed by Harden is equivalent to curriculum development, which is a very difficult assignment. Objectives: To determine the pattern of faculty members’ perception toward their weekly faculty development program. Methodology: Enrolling the faculty members of the College of Medicine, University of Bisha, Kingdom of Saudi Arabia ( COM/UB,KSA). COM/UB adopting the innovative curriculum (problem-based learning, team-based learning, interactive lectures, and case-based learning and seminars. Each Tuesday, faculty members gather in the faculty development academic program (FDAP) room to discuss issues related to medical education and quality. Usually, there is a presentation on the selected topic over 25 min, followed by a discussion and workshop, and finally, a recommendation is drawn. The inclusion criterion is those studying in the college for a period of more than one year. New joiners and those studying for a period of less than one year were excluded. Faculty members were enrolled optionally and requested to fill a validated questionnaire. Results: The response rate was 92% of total staff. More than 89%, 87%, 86% and 74% thought that the FDAP is useful to them, helps them in addressing academic issues in the faculty, is an enriching experience, and thought that it helps them in constructing high-quality multiple choice questions (MCQs). Finally, 84% were interested in presenting topics in FDP. Conclusion: FDAP was positively perceived by the faculty members of the University Bisha/College of Medicine, since it enriches their experience and satisfies their academic job. Keywords: faculty, development, academic, program, MCQs

scholarly journals Clinical Teaching Improves with Resident Evaluation and Feedback

2010 ◽  
Vol 113 (3) ◽  
pp. 693-703 ◽  
Author(s):  
Keith Baker
Keyword(s):  
Clinical Teaching ◽  
Substantial Improvement ◽  
Faculty Members ◽  
Clinical Teachers ◽  
Program Evaluations ◽  
Score Inflation ◽  
Best Teachers ◽  
Entire Faculty ◽  
Over Time ◽  
Narrative Comments

Background The literature is mixed on whether evaluation and feedback to clinical teachers improves clinical teaching. This study sought to determine whether resident-provided numerical evaluation and written feedback to clinical teachers improved clinical teaching scores. Methods Anesthesia residents anonymously provided numerical scores and narrative comments to faculty members who provided clinical teaching. Residents returned 19,306 evaluations between December 2000 and May 2006. Faculty members received a quantitative summary report and all narrative comments every 6 months. Residents also filled out annual residency program evaluations in which they listed the best and worst teachers in the department. Results The average teaching score for the entire faculty rose over time and reached a plateau with a time constant of approximately 1 yr. At first, individual faculty members had average teaching scores that were numerically diverse. Over time, the average scores became more homogeneous. Faculty members ranked highest by teaching scores were also most frequently named as the best teachers. Faculty members ranked lowest by teaching scores were most frequently named as the worst teachers. Analysis of ranks, differential improvement in scores, and a decrease in score diversity effectively ruled out simple score inflation as the cause for increased scores. An increase in teaching scores was most likely due to improved teaching. Conclusions A combination of evaluation and feedback, including comments on areas for improvement, was related to a substantial improvement in teaching scores. Clinical teachers are able to improve by using feedback from residents.

The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines

2010 ◽  
Vol 34 (2) ◽  
pp. 35-40 ◽  
Author(s):  
Ozlem Sarikaya ◽  
Sibel Kalaca ◽  
Berrak Ç. Yeğen ◽  
Sanda Cali
Keyword(s):  
Faculty Development ◽  
Student Assessment ◽  
Development Program ◽  
Faculty Members ◽  
Assessment Tools ◽  
Structured Learning ◽  
Faculty Development Program ◽  
Self Assessment ◽  
Medical Educators ◽  
The Impact

Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of “training skills” and “student assessment instruments” courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1–2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant.

scholarly journals Evaluation of Overall Performance of Faculty Members by Using Self-Assessment Method

2020 ◽  
Vol 8 (02) ◽  
pp. 87-89
Author(s):  
Santosh Shah ◽  
Anand Kumar ◽  
Nabaraj Pokharel
Keyword(s):  
Faculty Development ◽  
Rating Scale ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Team Work ◽  
Academic Excellence ◽  
Basic Sciences ◽  
Self Assessment ◽  
Productivity Level ◽  
Medical College

INTRODUCTION The quality of teaching–learning process at medical college depends mainly of infrastructure that includes competent personnel, optimal teaching space and equipment in accordance with existing standards and norms.Faculty hence remains the cornerstone of overall academic performance of institution. Faculty evaluation and faculty development training strengthens further academic excellence. Self-assessment of their own teaching performance by faculties is highly efficient for further academic improvement and enhancement. MATERIAL AND METHODS A Cross sectional, prospective study was conducted among 134 faculty members of various departments at Universal Medical College and Teaching Hospital (UCMS), Bhairahawa in month of June 2019. Faculty from clinical, basic, dental and nursing sciences were included in this study. Assessment were done with standard questionnaire with 8 different variables was using the Likert scale. A semi-structured self-administered questionnaire was used for collection of data. All the respondents provided opinion regarding level of skill, level of dependability, skill in patient relation, commitment to organization, efficiency to organize work, overall quality deliver to workplace, productivity, level of team work by a 5 points rating scale. They were provided with questionnaire and they are asked to fill form with using self-assessment methods. Data were analyzed using Microsoft excel and represented as frequency and proportion. RESULTS A total of 134 lecturers from various faculties participated in this study. Majority of participants (40%) are from basic sciences. In this study majority of faculties assessed themselves as competent in regards of skill (12%), clinical faculties find themselves efficient in regard of organization of work schedule. Sixteen participants found themselves dependent on others in their work. When they were asked to rate their patient related skills, six members from basic sciences were unsatisfied while all the clinicians find that they meet the job requirement and expectations. All participants believe in team work and majority of them were committed towards the organization. CONCLUSION The self-assessment by faculty themselves is equally effective to plan faculty development programs for further improvement and enhancement.

scholarly journals Innovation in surgical curriculum teaching methodology: vertical integration revisited

2018 ◽  
Vol 5 (3) ◽  
pp. 888
Author(s):  
Manmeet Kaur ◽  
Alok V. Mathur
Keyword(s):  
Professional Practice ◽  
Vertical Integration ◽  
Thyroid Surgery ◽  
Faculty Members ◽  
Teaching Methodology ◽  
Medical Sciences ◽  
Basic Sciences ◽  
Broad Area ◽  
Clinical Teachers ◽  
Feedback Questionnaire

Background: Vertical integration refers to the learning of basic sciences in the context of clinical and professional practice. It has been seen to be more meaningful and relevant to students. Objective of the study was to design and implement a vertically integrated module for teaching thyroid surgery in a modified way to the MBBS students at Shri Guru Ram Rai Institute of Health and Medical Sciences, Dehradun.Methods: Study was conducted in the Department of Surgery. A total of 200 students (50 each from four batches of MBBS at SGRRIH and MS, Dehradun), were enrolled to the same teaching modalities, materials and evaluation tools. At the end of the teaching lectures, a feedback questionnaire was filled by the students. Thirty MCQs were given both in pre and post session and results compared.Results: Feedback from students was very encouraging. In MCQ assessment, pre-session only 40% secured marks in the pass range, where as in the post session questionnaire, 89% passed and 11% failed only marginally.Conclusions: Vertical integration needs additional effort, time and teamwork from faculty members of different departments. It is useful to have smaller topics of clinical significance covered in one session rather than attempting to cover a broad area, as this often results in a loss of interest. Preparation of curriculum together by basic, preclinical and clinical teachers can lead to more relevant teaching.

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