Exploring Faculty Development Initiatives in Medical Education in resource-limited settings: Perspectives and Challenges

Abstract

Background: Faculty Development Programs (FDPs) are an integral part of institutional priorities to support staff members in leveraging the skills necessary to deliver quality education and enhance the overall learning experience. Little is known about their impact in resource-limited settings. Therefore, the objective of this study was to evaluate the perception of medical and health faculties toward FDP by exploring staffs’ views on their performance, learning environment, and challenges that hinder the program’s implementation. Method: Data were collected through a survey of faculty members to assess participants’ perceptions of the CPD programs Result:There was a 77% response rate (n=103) to the survey from the targeted sample size of 134. . The majority of the staff members (90.3%, n = 93) perceive FDP activities as beneficial for enhancing their teaching abilities, while 70.9% (n = 73) see improvement in research practices, and 54.4% (n = 56) observe benefits to their clinical skills. Fewer respondents (46.6%, n = 48) reported improvements in their scientific publications. However, several challenges were identified with time constraints perceived as a major obstacle to effective program implementation. Conclusion:In a resource-limited setting, evaluating the program's effectiveness plays a pivotal role in improving its activities. Providing additional resources, enhancing institutional support, and improving accessibility to activities can strengthen the program’s success, ultimately benefiting both staff and students.