Outcomes of an immersive pilot faculty development program for interprofessional facilitation: A mixed methods study

The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis

“…In a study by Branch et al (2014) , authors have claimed that FDPs retain experiential learning and critical reflection and improves humanistic teaching and role modeling. Jones et al (2015) explained the effect of FDPs on faculty's confidence and capability to aid inter-professional learning. The authors have demonstrated that this educational strategy efficiently trained faculty to facilitate inter-professional education and created a positive effect on their learning to take an active part in future activities.…”

“… 4 Davis et al (2015) Inter-professional training USA, 51 facilitators in inter-professional education from all disciplines Experimental design Findings show a positive impact on perceived knowledge, skills and attitudes toward inter-professional education. 5 Jones et al (2015) Inter-professional training USA, 12 faculty members from the Colleges of Pharmacy and Health Sciences Mixed methods The program has successfully organized faculty to facilitate IPE as well as positively influenced their wish to contribute to future activities. 6 Rahal et al (2015) Workshops Lebanon, 117 faculty members of academic and clinical departments Survey Faculty was interested in FDP, but they face challenges to achieve personal and professional goals.…”

“…Faculty development endorses the educational improvements and strategies that are dignitary and are executed in a professional manner. Professional organizations and experts have recommended FDPs for greater awareness and attainment of knowledge in teaching and learning ( Ghazvini et al, 2014 , Jones et al, 2015 ). Steinert et al (2009) have proposed key features of effective FD; usage of experiential learning; timely and effective feedback; peer and colleague relationships; well-organized interventions in models for principles of teaching and learning; and diverse educational strategies.…”

Psychometric evaluation of a questionnaire to evaluate organizational capacity development for faculty development programs

“…These findings are consistent with the results of previous studies, with most faculty development initiatives having an emphasis on teaching and learning aspects[ 30 31 ] and improving communication within the organizational systems. [ 32 ]…”

Contribution of faculty developmental programmes to professional identity development of medical educators in Malaysia: A phenomenological study

“…However, motivation alone cannot eliminate some difficulties for newly-initiated teachers; lack of skills in teaching pedagogy and lack of peer support contribute to such a scenario. Thus, promoting knowledge and skills in teaching, research, and administration competencies through FDPs are crucial to them 15, 16, 17, 18, 19, 20, 21, 22. In spite of the importance of the data, no study has been carried out to explore this aspect.…”