Findings from a mixed-methods study of an interprofessional faculty development program

Abstract

Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP), conducted in 2012-2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews. The study explored whether faculty were satisfied with the program, believed the program was effective in developing knowledge and skills in designing, implementing and evaluating IPE, and planned to continue newlyimplemented IPE and faculty development. Peer support and networking were two of the greatest perceived benefits. Further, this multi-institutional program appears to have facilitated early organizational change by bringing greater contextual understanding to assumptions made at the local level that in turn could influence hidden curricula and networking. These findings may guide program planning for future faculty development to support IPE.

Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach

“…The purpose of the present paper was to explore the goals university teachers reconstructed after attending faculty development programs for applying newly trained knowledge and skills (Abu-Rish Blakeney et al., 2016; Brinkley-Etzkorn, 2018; Gegenfurtner and Hagenauer, 2013; Leslie et al., 2013; Postareff et al., 2007; Stes et al., 2010). To the best of our knowledge, this study is the first to examine the goals of higher education teachers for transfer.…”

“…In higher education, faculty development programs aim to advance the knowledge and skills of university teachers. Programs typically have the purpose of developing teaching approaches, instructional strategies, course design, curriculum development, assessment practices, or teacher identity (Abu-Rish Blakeney et al., 2016; Cheng et al., 2015; Phuong et al., 2018). For example, Brinkley-Etzkorn (2018) examined the influence of faculty development training on higher education teachers' knowledge to teach online; the findings indicated only moderate improvements in the participants' teaching effectiveness and no improvements in student evaluations of teaching.…”

Current Status of Faculty Development of Medical Sciences Universities in Iran: A Qualitative Study

“…Most of the individual goals are in line with the university goals set for the faculty members' promotion. Some researches consider faculty development as all the activities designed and implemented to improve the performance of faculty members in all aspects of work life and professionalism (11)(12)(13)(14), and some researchers have clearly identified individual goals in other aspects of faculty members' life (4,15).…”

Implementation and evaluation of team science training for interdisciplinary teams in an engineering design program

“…Survey questions were adapted from existing translational team competency domains and previous surveys developed by the Team Science Core and the National Cancer Institute's (NCI) Team Science Toolkit Tool Library. [16][17][18][19][20][21][22] Specifically, from the NCI Team Science Toolkit, question stems from the Research Collaboration Survey and the Interpersonal Collaboration Survey were tailored to this study after course observations. 17 A focus of our efforts was to identify questions that could be used to gather information about student's self-efficacy for working in teams and also to assess interpersonal team climate (i.e., psychological safety) over the course of the academic year.…”