<p>Preferences of the medical faculty members for electronic faculty development programs (e-FDP): a qualitative study</p>

Abstract

Introduction Medical faculties are responsible for the training and development of future physicians. Therefore, they must learn the teaching methods. Considering their extensive roles, adult learning theory, and technological developments, the best solution is e-learning. This study extracted the views and preferences of clinical faculties about the electronic faculty development programs. Methods Clinical faculty members and medical education and e-learning specialists from medical universities in Iran participated in this qualitative content analysis study during 2017–2018. Data were collected with purposive sampling method by 18 semi-structured interviews and 2 focus groups with 11 participants. The data were analyzed using the conventional qualitative content analysis method. Validity and accuracy of data were provided on the basis of Guba and Lincoln criteria. Results Five categories including “Technology infrastructure” (Presentation, Platform, E-Learning environment), “learner” (Features, Motivation), ”Program management” (Blending, Interaction), “content” (Design, Application, Organization), and “evaluation” (Learner assessment, Program evaluation) were extracted. Conclusion Faculty members prefer to attend e-learning courses that focus on individualization, blended learning, and mobile learning. The best solution is to use the microlearning approach, that is, short pieces of content focusing on a learning goal that can be presented by all electronic devices in the form of any kind of media, and is in fact the learning fingerfood.

Sustained effects of faculty leadership development modules for clinical instructors of core competences education in Taiwan: a four-year explanatory case study

“…The limitations of this study include the following. First, it did not assess outcomes at level 4 of the Kirkpatrick Model such as whether the intervention FD module improved clinical education or decreased medical errors [14,15,[36][37][38][39]. Therefore, it will be necessary to assess such parameters in the future.…”

“…Moreover, since 2013, clinical instructors in this country have been facing new challenges, including the extension of postgraduation training from 3 months to 2 years, an amendment in the number of years of medical school study from seven to six, and limitation on work hours for all residents [10][11][12]. Accordingly, clinical instructors are expected to competently show the way in delivering, designing and leading CC education that fits the need of a system in the midst of reform [13][14][15].…”

“…However, a survey of participants revealed that our previous regular FD module did not effectively cultivate their ability to play multiple roles (instructors and leaders) or to take on corresponding responsibilities (delivering, designing and leading CC education) [14,15]. The aims of implementing leadership in FD is to train leaders who can solve challenges in medical practice and education [14,15].…”

The Learning Loop: Conceptualizing Just‐in‐Time Faculty Development

“…10 Unfortunately, these require a significant time investment and are typically passive, asynchronous modalities. 11 Online faculty development can often have the disadvantage of being a simple translation of existing programs (e.g., archived recordings of sessions, or virtual communities of practice that replace in-person versions) that do not fully harness the affordances of new technologies to truly transform faculty development. [11][12][13][14] There are trends that exist, however, within the literature that suggest this may be changing.…”

“…11 Online faculty development can often have the disadvantage of being a simple translation of existing programs (e.g., archived recordings of sessions, or virtual communities of practice that replace in-person versions) that do not fully harness the affordances of new technologies to truly transform faculty development. [11][12][13][14] There are trends that exist, however, within the literature that suggest this may be changing. 11 Steinert 15 defines faculty development as "all activities health professionals pursue to improve their knowledge, skills, and behaviors as teachers and educators, leaders and managers, and researchers and scholars, in both individual and group settings."…”