Mukhtar Fatima
Department of Community Medicine, Lahore Medical & Dental College, Lahore, Pakistan.
J Ayub Med Coll Abbottabad. 2010 Jul-Sep;22(3):210-3.
The term 'Faculty Development' encompasses all those activities which help faculty members enhance their academic competencies. It comprises three domains: personal development, professional development, and instructional and course development. The objectives of this study were to determine the proportion of medical colleges involved in faculty development activities, to assess the types of faculty development activities, and to identify the factors influencing such activities, along with formulating recommendations for faculty development.
A cross-sectional study was conducted in the medical colleges (public and private) of Pakistan from September to December 2010. A questionnaire was designed through literature review, was pre-tested and then sent via mail to principals of the institutions outside Lahore. Questionnaires were self-administered to respondents within Lahore. Apart from describing the data, Chi-square and Fisher's exact tests were applied to determine statistical association between categorical variables at p < or = 0.05.
All the 65 public and private sector medical colleges recognised by the Pakistan Medical and Dental Council (PMDC) at that time were included in the study. Responses were received from 45 medical institutions, of which 37 (82%) were involved in faculty development activities. Training on communication skills were provided by 31 (84%), and teaching skills by 30 (81%) institutes. Stress management was the topic addressed by 15 (40%) institutes. Most institutes conducted such activities once a month (43%), followed by once every six months (30%). Faculty at all levels was equally involved in training activities, except senior registrars involved by 5 (14%). The presence of Medical Education Department (DME) in the college (p < 0.01), the respondent's designation (p = 0.0038) and the provincial location of the college (p = 0.036) were significantly associated with faculty development activities. The barriers to faculty training were identified as: lack of incentives 20 (54%), lack of faculty interest 15 (40%), and dearth of trained facilitators 15 (40%).
Majority of the medical institutes were involved in faculty development activities imparting training regarding communication and teaching skills. Presence of DME in the college, the respondent's designation, and the provincial location of the college positively influenced faculty development activities. Lack of incentives, lack of faculty interest and a shortage of trained faculty were identified as barriers.
“教师发展”一词涵盖了所有有助于教师提升学术能力的活动。它包括三个领域：个人发展、专业发展以及教学与课程发展。本研究的目的是确定参与教师发展活动的医学院校比例，评估教师发展活动的类型，识别影响此类活动的因素，并为教师发展制定建议。
2010年9月至12月在巴基斯坦的公立和私立医学院校开展了一项横断面研究。通过文献回顾设计了一份问卷，进行预测试后通过邮件发送给拉合尔以外机构的校长。问卷由拉合尔市内的受访者自行填写。除了描述数据外，应用卡方检验和费舍尔精确检验来确定分类变量之间在p≤0.05水平的统计学关联。
当时巴基斯坦医学和牙医理事会（PMDC）认可的所有65所公立和私立医学院校都纳入了本研究。收到了45所医疗机构的回复，其中37所（82%）参与了教师发展活动。31所（84%）机构提供了沟通技能培训，30所（81%）提供了教学技能培训。15所（40%）机构开展了压力管理主题活动。大多数机构每月开展一次此类活动（43%），其次是每六个月开展一次（30%）。各级教师都同样参与培训活动，但高级住院医师仅有5人（14%）参与。学院中设有医学教育系（DME）（p<0.01）、受访者的职位（p = 0.0038）以及学院所在省份（p = 0.036）与教师发展活动显著相关。教师培训的障碍被确定为：缺乏激励措施20人（54%）、教师缺乏兴趣15人（40%）以及缺乏训练有素的促进者15人（40%）。
大多数医学院校参与了教师发展活动，提供了沟通和教学技能方面的培训。学院中设有DME、受访者的职位以及学院所在省份对教师发展活动有积极影响。缺乏激励措施、教师缺乏兴趣以及缺乏训练有素的教师被确定为障碍。
