Nausheen Fauzia, Bhupathy Renu, Mohsin Hina, Sheikh Shazia, Lyons Paul, Atapattu Dhammika N
Medical Education, California University of Science and Medicine, Colton, USA.
Cureus. 2024 Nov 19;16(11):e74008. doi: 10.7759/cureus.74008. eCollection 2024 Nov.
Background Contemporary academic institutions confront substantial challenges in professional development amid rapid technological advancements. Historically, faculty professional development has relied on individual initiatives or peer assistance. Our medical school encountered analogous obstacles in implementing an innovative curriculum. Consequently, we established a faculty development program predicated on a needs assessment survey, student evaluations, and faculty performance appraisals. This study aimed to elucidate the development, implementation, and outcomes of our faculty professional development program interventions. Methods The faculty development program was initially constructed based on a survey of 17 founding faculty members. A descriptive analysis of the results was conducted and utilized to formulate a structured faculty development program. The implementation of the initial plan was primarily achieved through seminars and hands-on workshops. This was subsequently evaluated using end-of-course student feedback to determine the necessity for further faculty development. Based on these findings, additional faculty development sessions were implemented by external sources. Student evaluations were again employed to assess the efficacy of the faculty development sessions. Results Among the four main categories, the areas deemed most critical were as follows: (1) curriculum development themes, including the development of integrated courses and team-teaching courses (100%), designing student learning experiences (95%), and effective writing assignments (90%); (2) teaching skills, specifically obtaining training for effective team-based learning (100%); (3) assessment and evaluation, encompassing writing test questions (96%), assessing assignments (95%), and responding to students' self-assessments (95%); and (4) technology in academia, including online teaching resources, video conferencing, and webcasting skills (100%), creating voice-over PowerPoint(Microsoft Corp., Redmond, WA) presentations (95%), and training in online assessment platforms (96%). Student survey results indicated improved faculty performance in flipped classroom and laboratory session instruction. The program continues to evolve based on faculty and student input. Conclusion In addition to traditional faculty self-reflection and needs assessment methodologies, we discovered that student feedback provides a comprehensive perspective on faculty improvement and professional development requirements. Overall, the faculty development program demonstrated effectiveness and satisfaction among participants.
背景 在技术飞速发展的当下，当代学术机构在专业发展方面面临着巨大挑战。从历史上看，教师的专业发展依赖于个人主动性或同行协助。我们的医学院在实施创新课程时也遇到了类似的障碍。因此，我们基于需求评估调查、学生评价和教师绩效评估建立了一个教师发展项目。本研究旨在阐明我们的教师专业发展项目干预措施的发展、实施和成果。方法 教师发展项目最初是基于对17名创始教师的调查构建的。对结果进行了描述性分析，并用于制定结构化的教师发展项目。初始计划的实施主要通过研讨会和实践工作坊来实现。随后使用课程结束时的学生反馈进行评估，以确定进一步教师发展的必要性。基于这些发现，由外部资源实施了额外的教师发展课程。再次使用学生评价来评估教师发展课程的效果。结果 在四个主要类别中，被认为最关键的领域如下：(1)课程开发主题，包括综合课程和团队教学课程的开发(100%)、设计学生学习体验(95%)以及有效的写作作业(90%)；(2)教学技能，特别是获得有效的基于团队的学习培训(100%)；(3)评估与评价，包括编写测试题(96%)、评估作业(95%)以及回应学生的自我评估(95%)；(4)学术领域的技术，包括在线教学资源、视频会议和网络直播技能(100%)、创建带有旁白的PowerPoint（微软公司，华盛顿州雷德蒙德）演示文稿(95%)以及在线评估平台培训(96%)。学生调查结果表明教师在翻转课堂和实验室课程教学方面的表现有所提高。该项目继续根据教师和学生的意见不断发展。结论 除了传统的教师自我反思和需求评估方法外，我们发现学生反馈为教师改进和专业发展需求提供了全面的视角。总体而言，教师发展项目在参与者中显示出有效性和满意度。
