Perceptions on faculty development among dental faculty in Andhra Pradesh

Guntupalli, Sudharani N. V.; Sanikommu, Suresh; Pachava, Srinivas; Talluri, Devaki; Ravoori, Srinivas; Pydi, Siva Kumar; Vinnakota, Narayana Rao

doi:10.4103/jiaphd.jiaphd_177_16

Cited by 4 publications

(4 citation statements)

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“…The changing scenario of education in healthcare, globally, shifted the focus from preparing trainees to developing an institutional culture, with administration, faculty, and the students being recognized as accountable for the latter 10 . Literature suggests that faculty development programs (FDPs) in dental education are almost nonexistent in India 11 . A Master's in Dental Surgery (MDS) is a clinical training program wherein the necessary skills for educating and training students are not fully imparted, so if one is interested in teaching, the faculty needs to learn pedagogical techniques through FDP or another way.…”

Section: Discussionmentioning

confidence: 99%

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

Chandu¹,

Pachava²,

Baddam³

et al. 2021

Popul. Med.

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INTRODUCTIONThe perspectives of students towards their learning environment has seldom been in introspect in Indian dental institutions, which are against the advocacy of international dental education working groups. The aim of this study is to document students' perceptions of their learning environment in two of the thirteen teaching dental institutions in the state of Andhra Pradesh, India. METHODS This qualitative study, involving focus group interviews, was conducted among undergraduate dental students in two teaching dental institutions in the state of Andhra Pradesh. Theoretical sampling was done with concurrent conduct of purposive sampling for focus group interviews and two researchers who participated in the presession were involved in moderating the interviews, which consisted of groups of six to eight participants. All the focus group interviews were audio-taped and transcribed. The transcripts were analyzed using general inductive approach to extract themes. RESULTS Problems in lectures and in the clinical learning environment, dissatisfaction with evaluation processes and poor academic drive were identified as the major themes responsible for negative learning outcomes. Some of the responses given by the students highlighted their disinclination towards receiving feedback and emphasized the need to move away from the authoritarian approach in teacher-student interactions. Evaluation is a major domain where reforms are necessary, as opined by the students. CONCLUSIONS The perspectives of students towards the learning environment has seldom been in introspect in Indian dental institutions, which may have a substantial negative impact on students' attitudes and efficiency.

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Section: Discussionmentioning

confidence: 99%

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

Chandu¹,

Pachava²,

Baddam³

et al. 2021

Popul. Med.

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“…Many studies reported similarly, where faculty recieve no support or time to improve their teaching and capabilities skills. 18 Teaching and managing students are not spontaneous skills. The faculty requires training and development while being cognizant of evidence-based practices followed globally.…”

Section: Discussionmentioning

confidence: 99%

“…19 Considering the results of this study, if institutes are not willing to promote FDPs in their settings and fail to encourage the faculty to improve their teaching and assessing skills then subsequently, the students would suffer, leaving them less equipped to effectively apply their knowledge in clinical practice. [18][19] Hence, it is imperative that dental colleges and institutes invest in resources required to continually conduct and propagate FD programs, including acquiring the service of health professions educationists and faculty trainers. Moreover, the administration should ensure that all faculty members participate actively in such programs since, besides institution-related barriers, lack of time and commitment was reported to be the most significant personal barrier for FD.…”

Section: Discussionmentioning

confidence: 99%

“…Faculty were asked about the barriers and hindrances in implementing faculty development programs, suggestions regarding areas for training and development of faculty and the rationale they believed for faculty development programs. The questionnaire was adapted from a similar study conducted by N. Karl Haden and O'Sullivan 1,3 and modified by authors according to context. The questionnaire was piloted among twenty participants giving Cronbach's alpha value of 0.81, showing acceptable reliability.…”

Section: Methodsmentioning

confidence: 99%

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Perception of Dental Faculty on Face-to-Face and Virtual Programs of Faculty Development; A Cross-Sectional Study

Sarfaraz¹,

Nisar²,

Adnan³

et al. 2021

J. Bahria Uni. Med. Dent. Coll.

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Objective: To compare the perception of dental faculty regarding face-to-face and virtual faculty development programs (FDPs) in dental institutes of Karachi. Study design and Setting: A descriptive cross-sectional study was conducted at multiple dental colleges of Karachi.(January to April 2020). Methodology: The study was carried out among 161 faculty members teaching in private dental institutes, using a modified, validated questionnaire with convenient sampling. Data was analyzed on SPSS version 21. Results: The mean age of study participants was 32.31±8.09 years, and teaching experience was 5.01 ± 6.34 years. Majority of the participants had not received any faculty development training (p-value of 0.001). Most of the faculty reported no established faculty development program available either face-to-face or virtually in their respective institute. Majority (28.8 %) of participants perceived that the main barrier for FDPs was the lack of administrative support. However, the facultydesired to enhance their teaching skills, recommending that faculty development programs be made compulsory for all faculty members. The majority of participants (35.43 +ve mean rank) were in favour of face-to-face sessions (p=0.001) but were reluctant towards virtual sessions. Most (49.2 %) of the faculty perceived the foremost benefit of attending FDPs to be improvement in teaching skills and MCQs /EMQs writing. Conclusion: Dental faculty were more inclined towards face-to-face sessions than virtually conducted sessions however, their perception of the utility of FDPs were found to be limited . Moreover, it was that some of the barriers to attend FDPs was faculty determinants like deficient time and dearth of commitment

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

Ahmed,

Batt

2024

Preprint

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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.

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Perceptions on faculty development among dental faculty in Andhra Pradesh

Cited by 4 publications

References 1 publication

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

Perception of Dental Faculty on Face-to-Face and Virtual Programs of Faculty Development; A Cross-Sectional Study

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

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