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

Abstract

Background Faculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. However, few studies have provided objective reports about the impact of such programs in a healthcare system. Methods This research was conducted by selecting data sources of PubMed-Medline, Wiley online library, Cochrane library, Taylor & Francis Online, CINAHL, Springer link, Proquest, ISI Web of knowledge, ScienceDirect, EJS, EBSCO, Blackwell, Emerald and ABI Inform. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 37 studies that explored the impact of FDPs on medical and allied health faculty’s professional development were selected. Results This meta-analysis reported a mean effect size of 0.73 that reflects a significant and positive impact of FDPs in enhancing faculty’s knowledge and professional competence (z-statistics of 4.46 significant at p-value < 0.05) using the random effects model and forest plot. Conclusion This article reiterates the incorporation of FDPs in all healthcare institutions for improving the academic performance of faculty with resultant enrichment of learners’ knowledge and skills.

Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

“…Besides, studies have pointed out that the development of attitudes can be facilitated by providing a conductive atmosphere and models. In other hand, presence of faculty development programs (FDP) and "teaching the teacher courses" will affect the personal and professional behavior of the faculties (3,28); this was the dominant aspect of this FDP.…”

Evaluating the English Proficiency of Faculty Members of a Higher Education Institution: Using Results to Develop Responsive Professional Development Program

“…In the study of Kamel (2016), it was found that professional FDP improves teaching skills in higher education by producing promising outcomes in the learning and teaching practices. Also, Bilal, Guraya and Chen (2017), in their study investigating the impact and effectiveness of FDP on faculty members' knowledge and competencies, found that FDP creates a significant and positive impact in enhancing faculty's knowledge and professional competence. Lastly, in the study of Dee and Daly (2009), it was shown that FDPs produce positive impact on teaching and learning, most especially when they are grassroots initiatives led by the faculty, when they promote inclusivity in teaching and learning, when they foster curricular and pedagogical transformation and multidisciplinary representation, and when they build connections and collaborations between and among stakeholders of higher education institutions.…”

Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

“…The use of different teaching methodologies help an educator to accommodate students' learning styles, which might have a positive impact on the academic performances of nurse and midwife educators resulting in enrichment of students' competencies (Bilal, Guraya, & Chen, 2017;Boström & Hallin, 2013).…”