Manzoor Iram, Zeeshan Shamia, Iqbal Amina, Sarfraz Fahad
Department of Medical Education, Fatima Memorial Hospital,Pakistan.
Fatima Memorial Hospital, College of Medicine & Dentistry, Shadman, Lahore, Pakistan.
J Ayub Med Coll Abbottabad. 2018 Oct-Dec;30(4):539-543.
Needs assessment helps in situation analysis and setting priorities for establishing a faculty development program to ensure quality improvement in education. The objective of this study was to identify areas for faculty development in order to incorporate them in continuing medical education program.
It was a cross sectional survey conducted from 2014 to 2015 in Fatima Memorial Hospital College of Medicine and Dentistry, Lahore, Pakistan. A non-probability consecutive sampling technique was used to include 195 faculty members from Medical & Dental College of all cadres. Data was collected through a self-administered questionnaire & analysed using SPSS 20. Chi square was applied and p-value of ≤0.05 was considered to be significant..
Out of 194 participants, 133 belonged to clinical departments and 61 to basic Sciences, with a higher proportion of female faculty members. (p=0.025). Importance of DME was recognized by 97% clinical and 95.1% basic science faculty. Faculty development program was considered essential by 69.1% of the clinical faculty & 30.9% of the basic faculty. (p=0.185). The priority areas identified were educational psychology (p=0.030), teaching skills (p=0.341), assessment techniques (p=0.296), educational research (p=0.849), management skills (p=0.797), work-based ethics & conduction of meeting. (p=0.01 & p=0.003). About 71.25% of the clinical teachers and 28.8% of the basic subject teachers have never attended any medical education program (p=0.001). The area of highest motivation was teaching (p=0.002), research (p=0.052), patient care (p=0.001) and administration (p=0.870).
This survey reinforces the need of an effective faculty development program targeting training in teaching methodologies and assessment tools.
需求评估有助于进行情况分析，并为制定教师发展计划确定优先事项，以确保教育质量的提高。本研究的目的是确定教师发展的领域，以便将其纳入继续医学教育计划。
这是一项于2014年至2015年在巴基斯坦拉合尔法蒂玛纪念医院医学与牙科学院进行的横断面调查。采用非概率连续抽样技术，纳入了来自所有干部编制的医学与牙科学院的195名教师。通过自行填写的问卷收集数据，并使用SPSS 20进行分析。应用卡方检验，p值≤0.05被认为具有显著性。
在194名参与者中，133人属于临床科室，61人属于基础科学科室，女性教师比例较高。（p = 0.025）。97%的临床教师和95.1%的基础科学教师认识到医学教育的重要性。69.1%的临床教师和30.9%的基础教师认为教师发展计划至关重要。（p = 0.185）。确定的优先领域包括教育心理学（p = 0.030）、教学技能（p = 0.341）、评估技术（p = 0.296）、教育研究（p = 0.849）、管理技能（p = 0.797）、基于工作的职业道德和会议组织。（p = 0.01和p = 0.003）。约71.25%的临床教师和28.8%的基础学科教师从未参加过任何医学教育计划（p = 0.001）。最高动机领域是教学（p = 0.002）、研究（p = 0.052）、患者护理（p = 0.001）和行政管理（p = 0.870）。
本次调查强化了针对教学方法和评估工具培训的有效教师发展计划的必要性。
