Design, Implementation, and Evaluation of a Medical Education Fellowship Program for the Faculty Members of Kerman University of Medical Sciences Based on the Kirkpatrick Model

Abstract

Background: Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives: The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences and to propose practical recommendations for the future design of development programs. Methods: In this semi-experimental study, a total of 53 faculty members of Kerman University of Medical Sciences participated in a one-year development program, which was designed by the Education Development Center and included the main disciplines of medical education. The program was evaluated in several steps, using the Kirkpatrick model. Results: In the first level of Kirkpatrick model, the majority of the participants were satisfied with the general quality of the fellowship program. Based on the findings, the program led to an increase in the knowledge of faculty members and promoted a more positive attitude towards education and these programs. The findings related to the second level of Kirkpatrick model showed a significant difference between the pretest and posttest results (P < 0.05). In addition, analysis of the effects of the program on the participants' behaviors and practical learning indicated positive changes. Conclusions: The medical education fellowship program led to positive changes in the participants' attitudes towards education and faculty development programs and increased their knowledge about educational principles and strategies and achieving of training skills. It can be concluded that the medical education fellowship program could achieve many of its preset goals.

Implementation and Evaluation of a Faculty Development Program; an Essential Step for Curricular Change

“…This improvement is similar to the findings reported in previous studies, like results shown in the different studies held by El Naggar et al (2013) 39 and Abdel Nasser et al (2018) 24 , where pre-test and post-test showed a statistically significant difference between the results of the pre-and post-test score (p ≤ 0.05). Similar results were documented in another study held by Dehghani MR et al (2019) to measure the second level of the Kirkpatrick model, they defined and compared the knowledge of faculty members in the pre-test and post-test. The results showed a significant increase in the participants' knowledge from the pre-test (mean score, 9.9 out of 20) to post-test (mean score, 13.9 out of 20), based on the results of the t-test; this finding confirms the positive effects of the FDP on participants' acquisition of knowledge 40 .…”

“…Similar results were documented in another study held by Dehghani MR et al (2019) to measure the second level of the Kirkpatrick model, they defined and compared the knowledge of faculty members in the pre-test and post-test. The results showed a significant increase in the participants' knowledge from the pre-test (mean score, 9.9 out of 20) to post-test (mean score, 13.9 out of 20), based on the results of the t-test; this finding confirms the positive effects of the FDP on participants' acquisition of knowledge 40 .…”

Organizational impact of faculty development programs on the medical teacher's competencies

“…A combination of student-centered and teacher-centered methods including lecture, problem-based learning, team work, projects, question and answer, discussions in small groups, e-learning, and virtual education was applied to deliver the courses. [ 19 ]…”

Evaluation of a course for simulation instructors at a Peruvian university

“…(3) Los programas académicos en el área de salud bien planificados, proporcionan conocimientos integrales actualizados y dan confianza a los profesores, lo que resulta en una actitud más positiva y creen en la autoeficiencia para mejorar el aprendizaje, generando una alta satisfacción al equipo participante y docente. (12,13,14,15) En metodologías de enseñanza basada en simulación, el rol de instructor constituye dentro del proceso de aprendizaje un facilitador clave que llevará al logro de los objetivos de aprendizaje, (16,17,18,19) por lo que su entrenamiento resulta sumamente imprescindible, especialmente donde para dejar de lado el rol clásico de docente poseedor de conocimiento. De acuerdo con Rojo y Díaz, el docente en Simulación debe ser formado para: 1.-Elaborar y diseñar los escenarios de una forma realista, centrados siempre en que en ellos, los alumnos puedan explorar distintas habilidades que los conduzcan a conseguir los objetivos de aprendizaje.…”