Program Assessments: Success Strategies for Three Canadian Teaching Centers

Abstract

Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel at institutions of higher education. Little research is available to guide developers in performing these assessments. In this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of assisting faculty developers in performing similar program assessments of their faculty development offices.

Exploring Professional Development Needs of Educators in the Health Sciences Professions

“…The authors, a group of educational/faculty development specialists from dentistry, medicine, and nursing, created an online faculty development needs assessment tool (FDNAt). Development of the FDNAt was based on a literature review of FDNs, as well as survey construction guidelines such as questionnaire length and design 4 , 5 , 24 , 25 . Items were assessed for content validity by three specialists using a modified Delphi approach until 90% agreement was achieved on each item.…”

“…There is currently a general trend towards health professions schools working together; this is occurring for various reasons, including the move towards interdisciplinary collaboration in teaching, research, and practice, as well as economic and efficiency pressures. Hence, it is critical to understand stakeholders’ PFDNs and to create programs that support their mutual as well as their discipline‐specific needs 4 . The literature on PFDNs in the health sciences includes reviews of the programs offered, 6 best practices, 7 effectiveness or quality of faculty development programs, 6 , 8 , 9 and impact of online faculty development 10 .…”

“…University‐based faculty development centers play an important role in enhancing the teaching and learning in academia. In order to maximize the effectiveness of these professional development initiatives, it is paramount that the general and specific needs of faculty groups, 4 especially in health professions schools, are identified 5 . The aim of this study was to explore the perceived faculty development needs (PFDNs) of the health professions schools of dentistry, dental hygiene, medicine, nursing, pharmacy, and medical rehabilitation at one Canadian university.…”