FACULTY DEVELOPMENT IN MEDICAL INSTITUTIONS: WHERE DO WE STAND IN PAKISTAN?
AbstractBackground: The term ‘Faculty Development’ encompasses all those activities which help facultymembers enhance their academic competencies. It comprises three domains: personal development,professional development, and instructional and course development. The objectives of this study wereto determine the proportion of medical colleges involved in faculty development activities, to assess thetypes of faculty development activities, and to identify the factors influencing such activities, alongwith formulating recommendations for faculty development. Methods: A cross-sectional study wasconducted in the medical colleges (public and private) of Pakistan from September to December 2010.A questionnaire was designed through literature review, was pre-tested and then sent via mail toprincipals of the institutions outside Lahore. Questionnaires were self-administered to respondentswithin Lahore. Apart from describing the data, Chi-square and Fisher’s exact tests were applied todetermine statistical association between categorical variables at p≤0.05. Results: All the 65 public andprivate sector medical colleges recognised by the Pakistan Medical and Dental Council (PMDC) at thattime were included in the study. Responses were received from 45 medical institutions, of which 37(82%) were involved in faculty development activities. Training on communication skills wereprovided by 31 (84%), and teaching skills by 30 (81%) institutes. Stress management was the topicaddressed by 15 (40%) institutes. Most institutes conducted such activities once a month (43%),followed by once every six months (30%). Faculty at all levels was equally involved in trainingactivities, except senior registrars involved by 5 (14%). The presence of Medical Education Department(DME) in the college (p<0.01), the respondent’s designation (p=0.0038) and the provincial location ofthe college (p=0.036) were significantly associated with faculty development activities. The barriers tofaculty training were identified as: lack of incentives 20 (54%), lack of faculty interest 15 (40%), anddearth of trained facilitators 15 (40%). Conclusion: Majority of the medical institutes were involved infaculty development activities imparting training regarding communication and teaching skills.Presence of DME in the college, the respondent’s designation, and the provincial location of the collegepositively influenced faculty development activities. Lack of incentives, lack of faculty interest and ashortage of trained faculty were identified as barriers.Keywords: Medical College, faculty development, medical education
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