Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.
Learning styles
Strategies faculty development
Task
Teacher development
Teacher professional
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
19 Apr 2023
19 Apr 2023
Historique:
received:
09
01
2023
accepted:
29
03
2023
medline:
21
4
2023
pubmed:
20
4
2023
entrez:
19
04
2023
Statut:
epublish
Résumé
This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences. We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization. The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences universities, and all the concepts were interrelated to each other. From the experiences of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences universities.
Sections du résumé
BACKGROUND
BACKGROUND
This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences.
METHODS
METHODS
We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization.
RESULTS
RESULTS
The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences universities, and all the concepts were interrelated to each other.
CONCLUSION
CONCLUSIONS
From the experiences of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences universities.
Identifiants
pubmed: 37076869
doi: 10.1186/s12909-023-04209-0
pii: 10.1186/s12909-023-04209-0
pmc: PMC10114459
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
260Informations de copyright
© 2023. The Author(s).
Références
Acad Med. 2008 May;83(5):452-66
pubmed: 18448899
Postgrad Med J. 2008 Jul;84(993):339-43
pubmed: 18716011
Teach Learn Med. 2017 Jul-Sep;29(3):326-336
pubmed: 28632014
Cureus. 2020 Jul 9;12(7):e9095
pubmed: 32789043
Acad Med. 2006 Jul;81(7):668-73
pubmed: 16799296
Nurse Educ Today. 2020 Jan;84:104210
pubmed: 31683137
Adv Health Sci Educ Theory Pract. 2018 Aug;23(3):567-585
pubmed: 29453732
BMC Med Educ. 2017 Mar 23;17(1):62
pubmed: 28335820
Med Educ. 2001 Jun;35(6):555-64
pubmed: 11380858
BMC Med Educ. 2019 Aug 22;19(1):320
pubmed: 31438935
Acad Med. 2011 Oct;86(10):1211-20
pubmed: 21869655
Med Teach. 2021 Sep;43(9):1019-1024
pubmed: 33136451
Acad Med. 2017 Jan;92(1):70-75
pubmed: 27532867
Med Educ. 2018 Feb;52(2):216-226
pubmed: 29193365
Sultan Qaboos Univ Med J. 2020 Feb;20(1):e83-e89
pubmed: 32190374
BMC Med Educ. 2018 Apr 10;18(1):74
pubmed: 29631579
Med Teach. 2016 Aug;38(8):769-86
pubmed: 27420193
Med Teach. 2010;32(5):425-8
pubmed: 20423263
Med Teach. 2009 Dec;31(12):1073-80
pubmed: 19995170
Med Teach. 2015;37(9):885-6
pubmed: 25651910
Adv Med Educ Pract. 2019 Apr 16;10:191-199
pubmed: 31114419
Psychol Res Behav Manag. 2019 Oct 18;12:983-990
pubmed: 31695531
Med Teach. 2008;30(6):555-84
pubmed: 18677659
Acad Med. 1998 Apr;73(4):387-96
pubmed: 9580715
Med Teach. 2014 Sep;36(9):765-8
pubmed: 24527776
Acad Med. 2019 Oct;94(10):1610-1618
pubmed: 30113365