a Department of Clinical Biochemistry, Faculty of Medicine, King Abdulaziz University , Jeddah , Saudi Arabia.
b Department of Medical Education, Faculty of Medicine, King Abdulaziz University , Jeddah , Saudi Arabia.
Med Teach. 2017 Apr;39(sup1):S45-S49. doi: 10.1080/0142159X.2016.1254753. Epub 2017 Jan 22.
Evaluating the long-term impact of faculty development programs (FDPs) can help monitor the effectiveness of the program and identify areas for development. This study examined long-term differences in confidence, knowledge, behaviors, and policies of faculty members who attended FDPs on multiple choice question (MCQ) item analysis and faculty members who did not attend the FDPs.
A cross-sectional study design was used, by administering a 24-item survey to a representative sample (simple random selection) of 61 faculty members at King Abdulaziz University Faculty of Medicine.
Among respondents, 34% did not attend FDPs; 53% attended 1-3 FDPs; and 13% attended more than 3 FDPs on MCQ item analysis. Results showed that faculty knowledge on elements of MCQ item analysis was significantly greater (p = .01) for members who attended the FDPs. Faculty who attended FDPs on MCQ item analysis were twice more likely to conduct item analysis in general (p = .020) and four times more likely to conduct item analysis for more than 70% of module examinations (p = .005).
FDPs focused on MCQ item analysis can yield systematic changes on faculty confidence, knowledge, and behaviors. Moreover, FDPs also need support from the department and need sustained strategic support to ensure continued effectiveness.
评估教师发展计划（FDP）的长期影响有助于监测计划的有效性并确定发展领域。本研究考察了参加多项选择题（MCQ）项目分析 FDP 和未参加 FDP 的教师在信心、知识、行为和政策方面的长期差异。
采用横断面研究设计，对沙特阿卜杜勒阿齐兹国王大学医学院的 61 名教师进行了一项 24 项调查的代表性样本（简单随机选择）。
在回答者中，34%的人没有参加 FDP；53%的人参加了 1-3 次 FDP；13%的人参加了超过 3 次的 MCQ 项目分析 FDP。结果表明，参加 FDP 的教师对 MCQ 项目分析要素的知识明显更高（p=0.01）。参加 MCQ 项目分析 FDP 的教师更有可能普遍进行项目分析（p=0.020），更有可能对超过 70%的模块考试进行项目分析（p=0.005）。
专注于 MCQ 项目分析的 FDP 可以使教师的信心、知识和行为发生系统变化。此外，FDP 还需要部门的支持，并需要持续的战略支持以确保持续有效性。
