Forensic Medicine Ain Shams University, Cairo, Egypt.
Faculty of Medicine, Menoufia University (MU), Menoufia, Egypt.
BMC Med Educ. 2022 Mar 5;22(1):150. doi: 10.1186/s12909-022-03208-x.
This is a practice guide for the evaluation tool specifically created to objectively evaluate longitudinal faculty development programs (FDP) using the "5×2 -D backward planning faculty development model". It was necessary to create this tool as existing evaluation methods are designed to evaluate linear faculty development models with a specific endpoint. This backward planning approach is a cyclical model without an endpoint, consisting of 5 dynamic steps that are flexible and interchangeable, therefore can be a base for an evaluation tool that is objective and takes into account all the domains of the FDP in contrast to the existing, traditional, linear evaluation tools which focus on individual aspects of the program. The developed tool will target evaluation of longitudinal faculty development programs regardless of how they were planned.
Deductive qualitative grounded theory approach was used. Evaluation questions were generated and tailored based on the 5 × 2-D model followed by 2 Delphi rounds to finalize them. Based on the finalized evaluation questions from the results of the Delphi rounds, two online focus group discussions (FGDs) were conducted to deduce the indicators, data sources and data collection method.
Based on the suggested additions, the authors added 1 new question to domains B, with a total of 42 modifications, such as wording changes or discarding or merging questions. Some domains received no comments, therefore, were not included in round 2. For each evaluation question, authors generated indicators, data sources and data collection methods during the FGD.
The methodology used to develop this tool takes into account expert opinions. Comprehensiveness of this tool makes it an ideal evaluation tool during self-evaluation or external quality assurance for longitudinal FDP. After its validation and testing, this practice guide can be used worldwide, along with the provided indicators which can be quantified and used to suit the local context.
本实践指南是专门为使用“5×2-D 后向规划教师发展模型”客观评估纵向教师发展项目 (FDP) 创建的评估工具。有必要创建此工具，因为现有的评估方法旨在评估具有特定终点的线性教师发展模型。这种后向规划方法是一个没有终点的循环模型，由 5 个动态步骤组成，这些步骤具有灵活性和可互换性，因此可以作为一个基础，为评估工具提供客观的、考虑到 FDP 所有领域的方法，而现有的、传统的线性评估工具则侧重于该计划的个别方面。开发的工具将针对纵向教师发展计划进行评估，无论其计划方式如何。
采用演绎定性扎根理论方法。根据 5×2-D 模型生成评估问题，并根据模型进行调整，然后进行两轮 Delphi 研究以最终确定。根据 Delphi 研究结果得出的最终评估问题，进行了两次在线焦点小组讨论 (FGD)，以推导出指标、数据来源和数据收集方法。
根据建议的添加内容，作者在第 B 域添加了 1 个新问题，共有 42 个修改，例如措辞更改、删除或合并问题。一些领域没有收到任何评论，因此未包含在第 2 轮中。对于每个评估问题，作者在 FGD 中生成了指标、数据来源和数据收集方法。
用于开发此工具的方法考虑了专家意见。该工具的全面性使其成为纵向 FDP 自我评估或外部质量保证的理想评估工具。在验证和测试之后，本实践指南可以在全球范围内使用，同时提供可以量化并用于适应本地情况的指标。
