The roles of the academic in health sciences: where to start from a faculty development perspective

Wyk, Chantel Van; Zyl, G J van

doi:10.1080/19415257.2020.1850506

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…As such, activities prepared by these facilitators should remain focused and aligned with the outcomes set during the course development. The focus could be on professional growth and innovation in teaching, management, leadership or research skills [ 11 , 40 , 45 ].…”

Section: Discussionmentioning

confidence: 99%

A model for design of online health professions education faculty development courses in sub-Saharan Africa

2023

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The design of faculty development courses requires a contextually aware theoretical foundation. Therefore, the study aimed to determine the feasibility of a specific conjecture map as a model for designing online health professions education faculty development courses in sub-Saharan Africa through a heuristic evaluation approach. The authors hypothesise that using heuristic evaluation strengthens an educational model's theoretical basis and feasibility.Twenty-five health professions educators from nine sub-Saharan African countries participated in this multi-phased study. In the first phase, the participants completed a survey evaluating the model and the accompanying author-generated heuristics. Then, participants' recommendations were used to make revisions. In the subsequent phase, participants reviewed these revisions and commented on the feasibility of the model within their local context.All six heuristics were revised following the initial phase, where 80 problems had been identified. Upon revision, the model was deemed feasible by all except one participant. There was a strong relationship and inter-rater agreement of feasibility between 0.84 and 0.95 regarding the model's practicality, demand, acceptability, and adaptability. Revisions to the final model and guidance documents incorporated all changes the participants recommended, confirming the model's feasibility.Theoretical models are often developed through a top-down approach, omitting the practice-based considerations that could change the formulation of the model. This study demonstrates the convergence of a theoretical and process model with theoretical, expert and end-user data triangulation. Further research is needed to test this empirically developed model.

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Section: Discussionmentioning

confidence: 99%

A model for design of online health professions education faculty development courses in sub-Saharan Africa

2023

Self Cite

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“…As such, activities prepared by these facilitators should remain focused and aligned with the outcomes set during the development of a course. The focus could be related to professional growth and innovation in teaching, management, leadership or research skills (11,40,45).…”

Section: Discussionmentioning

confidence: 99%

A model for design and development of online Health Professions Education Faculty Development Courses in sub-Saharan Africa

Keiller

Nyoni

Wyk

2022

Preprint

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The design and development of faculty development courses require a theoretical base that is cognisant of contextual factors. The purpose of the study was to determine the feasibility of a specific conjecture map as a model for the design and development of online health professions education faculty development courses in sub-Saharan Africa through a heuristic evaluation approach. The authors hypothesise that using heuristic evaluation strengthens an educational model’s theoretical basis and feasibility. Twenty-five health professions educators from nine sub-Saharan African countries participated in this multi-phased study. In the first phase, the participants completed a survey evaluating the model and the accompanying author-generated heuristics. Then, recommendations based on agreement from the participants were used to revise the model and the heuristics. In the subsequent phase, participants reviewed the revisions made and commented on the feasibility of the model within their local context. All six heuristics were revised following the initial phase, where 80 problems had been identified. The model was revised based on the responses and re-presented to participants. The model was deemed feasible by all except one participant upon revision. There was a strong relationship and inter-rater agreement of feasibility between 0.84 and 0.95 in terms of practicality, demand, acceptability, and adaptability of the model. Revisions to the final model and guidance documents incorporated all changes recommended by the participants, confirming the feasibility of a model for the design and development of online health professions education faculty development courses in sub-Saharan Africa. Theoretical models are often developed through a top-down approach which omits the practice-based considerations that could change the formulation of the model. This study demonstrates the convergence of a theoretical and process model with theoretical, expert and end-user data triangulation. Further research is needed to test this empirically developed model for designing and developing online health professions education faculty development courses in sub-Saharan Africa.

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“…The numerous roles of a teacher can influence the pre-service teacher's gear to work as they realise that there are many activities involved in the teaching process but are all doable [26]. The mentor teacher in the teaching practice process is a facilitator, a role model, an information provider, a resource developer, a planner and an assessor [27] [28] [29] [30] [31]. A pre-service teacher should practise most of the roles while still on teaching practice [32] to gain proficiency in each one of the roles.…”

Section: Multiple Practicesmentioning

confidence: 99%

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Bhebhe¹

2022

World J. Adv. Res. Rev.

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Mentoring pre-service teachers on teaching practice is an important part of the teacher development process. Pre-service teachers initially did teaching practice in schools where they could put what they had learned in their teacher education institute into practice. Teaching practice is now possible in virtual classrooms. This connects mentorship to the situated learning theory, which holds that effective education necessitates learning rooted in authentic contexts of practice, where pre-service teachers will participate in activities within social communities. Two teaching practice coordinators, eleven lecturers, seventeen pre-service teachers, and ten mentor teachers who were purposefully selected to participate in the study were interviewed using qualitative research approaches. Face-to-face interviews and focus group discussions were used to gather information. In this paper, I discuss the aspects that contribute to effective TP mentoring implementation as well as the contextual learning theory. Collaboration, introspection, coaching, multiple practice, acquisition of new abilities, and authentic situations are among the factors shown in the study. The mentor teacher serves as a knowledge provider, facilitator, and mediator. In the college under study there is great emphasis on that pre-service teachers get attached to mentor teachers in their practicing schools.

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The roles of the academic in health sciences: where to start from a faculty development perspective

Cited by 6 publications

References 24 publications

A model for design of online health professions education faculty development courses in sub-Saharan Africa

A model for design of online health professions education faculty development courses in sub-Saharan Africa

A model for design and development of online Health Professions Education Faculty Development Courses in sub-Saharan Africa

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

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