Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India
Background Maintaining the quality of teaching across India is a challenge. Teachers are equally responsible for patient care and administration. The importance of training medical teachers under the various faculty development programs (FDPs) is well accepted. A mechanism to evaluate the competenci...
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| Veröffentlicht in: | Curēus (Palo Alto, CA) CA), 2024-07, Vol.16 (7), p.e65150 |
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| creator | Saikia, Bishwajeet Baruah, Sudipta D Manpoong, Chau Pingsaymang Sarma, Amitav Ram, Mohan K Ralte, Sarah Barua, Priyanka Kurbah, Ofisha Mary Datta, Somjita Imchen, Atula Sapana, Irom |
| description | Background Maintaining the quality of teaching across India is a challenge. Teachers are equally responsible for patient care and administration. The importance of training medical teachers under the various faculty development programs (FDPs) is well accepted. A mechanism to evaluate the competencies acquired by medical teachers after attending FDPs becomes equally important. In the present study, we evaluate the impact of the various FDPs on medical teachers. Methodology A cross-sectional study was conducted for one year among 50 medical teachers attending FDPs. Ethical clearance was taken from the Institutional Ethical Committee. For quantitative data collection, the questionnaire was validated by the Scientific Approval Committee of the Institute. The study questionnaire was filled in by the participants just before and three months after attending FDPs. For qualitative data collection, in-depth Interviews (IDIs) using the Kirkpatrick model of learning evaluation were conducted. Descriptive statistics were presented as frequencies and percentages. The thematic areas of self-efficacy and teaching competency before and after FDPs were tested using the chi-square test. P-values |
| doi_str_mv | 10.7759/cureus.65150 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_11338946</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3099254641</sourcerecordid><originalsourceid>FETCH-LOGICAL-c300t-c60cce5bb34c2a376ce96042ddb96eb50a43cd75c41784fe350af4f069e31acb3</originalsourceid><addsrcrecordid>eNpdkUFP3DAQha2qVUHArefKUi89NGDHjpOcKrQsdCUqkErPljOZ7AY5dmonK-2tP72GBQQ9jcfv85OfHiGfODsty6I-gzngHE9VwQv2jhzmXFVZxSv5_tX5gJzEeM8Y46zMWck-kgNR81IJlR-Sv8utsbOZerem0wbpahgNTNR39NLAbKcdvcAtWj8O6CZ6G_w6mCHS3tErdBj2D3-h7bJl1_VgYEeNa-nCDyNO6NJ6PviE_MQ2qZbeoYENhkeHlWt7c0w-dMZGPHmaR-T35fJu8SO7vrlaLc6vMxCMTRkoBoBF0wgJuRGlAqwVk3nbNrXCpmBGCmjLAiQvK9mhSDed7JiqUXADjTgi3_e-49wM2EKKE4zVY-gHE3bam16_VVy_0Wu_1ZwLUdVSJYevTw7B_5kxTnroI6C1xqGfoxasVnmlBJMJ_fIfeu_n4FK-B6rOC6kkT9S3PQXBxxiwe_kNZ_qhXr2vVz_Wm_DPrxO8wM9lin_JOKOt</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3099254641</pqid></control><display><type>article</type><title>Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India</title><source>PubMed Central Open Access</source><source>PubMed Central</source><creator>Saikia, Bishwajeet ; Baruah, Sudipta D ; Manpoong, Chau Pingsaymang ; Sarma, Amitav ; Ram, Mohan K ; Ralte, Sarah ; Barua, Priyanka ; Kurbah, Ofisha Mary ; Datta, Somjita ; Imchen, Atula ; Sapana, Irom</creator><creatorcontrib>Saikia, Bishwajeet ; Baruah, Sudipta D ; Manpoong, Chau Pingsaymang ; Sarma, Amitav ; Ram, Mohan K ; Ralte, Sarah ; Barua, Priyanka ; Kurbah, Ofisha Mary ; Datta, Somjita ; Imchen, Atula ; Sapana, Irom</creatorcontrib><description>Background Maintaining the quality of teaching across India is a challenge. Teachers are equally responsible for patient care and administration. The importance of training medical teachers under the various faculty development programs (FDPs) is well accepted. A mechanism to evaluate the competencies acquired by medical teachers after attending FDPs becomes equally important. In the present study, we evaluate the impact of the various FDPs on medical teachers. Methodology A cross-sectional study was conducted for one year among 50 medical teachers attending FDPs. Ethical clearance was taken from the Institutional Ethical Committee. For quantitative data collection, the questionnaire was validated by the Scientific Approval Committee of the Institute. The study questionnaire was filled in by the participants just before and three months after attending FDPs. For qualitative data collection, in-depth Interviews (IDIs) using the Kirkpatrick model of learning evaluation were conducted. Descriptive statistics were presented as frequencies and percentages. The thematic areas of self-efficacy and teaching competency before and after FDPs were tested using the chi-square test. P-values <0.05 were considered significant. Results There was a significant increase in self-efficacy (300 vs. 426, p
= <0.0001) and teaching competency (456 vs. 608, p = <0.0001) in the domains of teaching difficult students and motivating students for innovative projects. Improvement in communication skills and ability to engage the students were noteworthy in teaching competency. IDIs revealed that FDPs are essential for the efficient delivery of the competency-based medical curriculum. Conclusions FDPs play a key role in bringing about significant improvement in generating self-efficacy and teaching competencies among medical teachers. FDPs may be incorporated into the postgraduate medical curriculum itself.</description><identifier>ISSN: 2168-8184</identifier><identifier>EISSN: 2168-8184</identifier><identifier>DOI: 10.7759/cureus.65150</identifier><identifier>PMID: 39176362</identifier><language>eng</language><publisher>United States: Cureus Inc</publisher><subject>Communication ; Consent ; Curricula ; Feedback ; Learning ; Likert scale ; Medical Education ; Participation ; Questionnaires ; Reflective teaching ; Self-efficacy ; Skills ; Students ; Teachers</subject><ispartof>Curēus (Palo Alto, CA), 2024-07, Vol.16 (7), p.e65150</ispartof><rights>Copyright © 2024, Saikia et al.</rights><rights>Copyright © 2024, Saikia et al. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>Copyright © 2024, Saikia et al. 2024 Saikia et al.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c300t-c60cce5bb34c2a376ce96042ddb96eb50a43cd75c41784fe350af4f069e31acb3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC11338946/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC11338946/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,724,777,781,882,27905,27906,53772,53774</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/39176362$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Saikia, Bishwajeet</creatorcontrib><creatorcontrib>Baruah, Sudipta D</creatorcontrib><creatorcontrib>Manpoong, Chau Pingsaymang</creatorcontrib><creatorcontrib>Sarma, Amitav</creatorcontrib><creatorcontrib>Ram, Mohan K</creatorcontrib><creatorcontrib>Ralte, Sarah</creatorcontrib><creatorcontrib>Barua, Priyanka</creatorcontrib><creatorcontrib>Kurbah, Ofisha Mary</creatorcontrib><creatorcontrib>Datta, Somjita</creatorcontrib><creatorcontrib>Imchen, Atula</creatorcontrib><creatorcontrib>Sapana, Irom</creatorcontrib><title>Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India</title><title>Curēus (Palo Alto, CA)</title><addtitle>Cureus</addtitle><description>Background Maintaining the quality of teaching across India is a challenge. Teachers are equally responsible for patient care and administration. The importance of training medical teachers under the various faculty development programs (FDPs) is well accepted. A mechanism to evaluate the competencies acquired by medical teachers after attending FDPs becomes equally important. In the present study, we evaluate the impact of the various FDPs on medical teachers. Methodology A cross-sectional study was conducted for one year among 50 medical teachers attending FDPs. Ethical clearance was taken from the Institutional Ethical Committee. For quantitative data collection, the questionnaire was validated by the Scientific Approval Committee of the Institute. The study questionnaire was filled in by the participants just before and three months after attending FDPs. For qualitative data collection, in-depth Interviews (IDIs) using the Kirkpatrick model of learning evaluation were conducted. Descriptive statistics were presented as frequencies and percentages. The thematic areas of self-efficacy and teaching competency before and after FDPs were tested using the chi-square test. P-values <0.05 were considered significant. Results There was a significant increase in self-efficacy (300 vs. 426, p
= <0.0001) and teaching competency (456 vs. 608, p = <0.0001) in the domains of teaching difficult students and motivating students for innovative projects. Improvement in communication skills and ability to engage the students were noteworthy in teaching competency. IDIs revealed that FDPs are essential for the efficient delivery of the competency-based medical curriculum. Conclusions FDPs play a key role in bringing about significant improvement in generating self-efficacy and teaching competencies among medical teachers. FDPs may be incorporated into the postgraduate medical curriculum itself.</description><subject>Communication</subject><subject>Consent</subject><subject>Curricula</subject><subject>Feedback</subject><subject>Learning</subject><subject>Likert scale</subject><subject>Medical Education</subject><subject>Participation</subject><subject>Questionnaires</subject><subject>Reflective teaching</subject><subject>Self-efficacy</subject><subject>Skills</subject><subject>Students</subject><subject>Teachers</subject><issn>2168-8184</issn><issn>2168-8184</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNpdkUFP3DAQha2qVUHArefKUi89NGDHjpOcKrQsdCUqkErPljOZ7AY5dmonK-2tP72GBQQ9jcfv85OfHiGfODsty6I-gzngHE9VwQv2jhzmXFVZxSv5_tX5gJzEeM8Y46zMWck-kgNR81IJlR-Sv8utsbOZerem0wbpahgNTNR39NLAbKcdvcAtWj8O6CZ6G_w6mCHS3tErdBj2D3-h7bJl1_VgYEeNa-nCDyNO6NJ6PviE_MQ2qZbeoYENhkeHlWt7c0w-dMZGPHmaR-T35fJu8SO7vrlaLc6vMxCMTRkoBoBF0wgJuRGlAqwVk3nbNrXCpmBGCmjLAiQvK9mhSDed7JiqUXADjTgi3_e-49wM2EKKE4zVY-gHE3bam16_VVy_0Wu_1ZwLUdVSJYevTw7B_5kxTnroI6C1xqGfoxasVnmlBJMJ_fIfeu_n4FK-B6rOC6kkT9S3PQXBxxiwe_kNZ_qhXr2vVz_Wm_DPrxO8wM9lin_JOKOt</recordid><startdate>20240722</startdate><enddate>20240722</enddate><creator>Saikia, Bishwajeet</creator><creator>Baruah, Sudipta D</creator><creator>Manpoong, Chau Pingsaymang</creator><creator>Sarma, Amitav</creator><creator>Ram, Mohan K</creator><creator>Ralte, Sarah</creator><creator>Barua, Priyanka</creator><creator>Kurbah, Ofisha Mary</creator><creator>Datta, Somjita</creator><creator>Imchen, Atula</creator><creator>Sapana, Irom</creator><general>Cureus Inc</general><general>Cureus</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>COVID</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>M0S</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20240722</creationdate><title>Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India</title><author>Saikia, Bishwajeet ; Baruah, Sudipta D ; Manpoong, Chau Pingsaymang ; Sarma, Amitav ; Ram, Mohan K ; Ralte, Sarah ; Barua, Priyanka ; Kurbah, Ofisha Mary ; Datta, Somjita ; Imchen, Atula ; Sapana, Irom</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c300t-c60cce5bb34c2a376ce96042ddb96eb50a43cd75c41784fe350af4f069e31acb3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Communication</topic><topic>Consent</topic><topic>Curricula</topic><topic>Feedback</topic><topic>Learning</topic><topic>Likert scale</topic><topic>Medical Education</topic><topic>Participation</topic><topic>Questionnaires</topic><topic>Reflective teaching</topic><topic>Self-efficacy</topic><topic>Skills</topic><topic>Students</topic><topic>Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Saikia, Bishwajeet</creatorcontrib><creatorcontrib>Baruah, Sudipta D</creatorcontrib><creatorcontrib>Manpoong, Chau Pingsaymang</creatorcontrib><creatorcontrib>Sarma, Amitav</creatorcontrib><creatorcontrib>Ram, Mohan K</creatorcontrib><creatorcontrib>Ralte, Sarah</creatorcontrib><creatorcontrib>Barua, Priyanka</creatorcontrib><creatorcontrib>Kurbah, Ofisha Mary</creatorcontrib><creatorcontrib>Datta, Somjita</creatorcontrib><creatorcontrib>Imchen, Atula</creatorcontrib><creatorcontrib>Sapana, Irom</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Coronavirus Research Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Curēus (Palo Alto, CA)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Saikia, Bishwajeet</au><au>Baruah, Sudipta D</au><au>Manpoong, Chau Pingsaymang</au><au>Sarma, Amitav</au><au>Ram, Mohan K</au><au>Ralte, Sarah</au><au>Barua, Priyanka</au><au>Kurbah, Ofisha Mary</au><au>Datta, Somjita</au><au>Imchen, Atula</au><au>Sapana, Irom</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India</atitle><jtitle>Curēus (Palo Alto, CA)</jtitle><addtitle>Cureus</addtitle><date>2024-07-22</date><risdate>2024</risdate><volume>16</volume><issue>7</issue><spage>e65150</spage><pages>e65150-</pages><issn>2168-8184</issn><eissn>2168-8184</eissn><abstract>Background Maintaining the quality of teaching across India is a challenge. Teachers are equally responsible for patient care and administration. The importance of training medical teachers under the various faculty development programs (FDPs) is well accepted. A mechanism to evaluate the competencies acquired by medical teachers after attending FDPs becomes equally important. In the present study, we evaluate the impact of the various FDPs on medical teachers. Methodology A cross-sectional study was conducted for one year among 50 medical teachers attending FDPs. Ethical clearance was taken from the Institutional Ethical Committee. For quantitative data collection, the questionnaire was validated by the Scientific Approval Committee of the Institute. The study questionnaire was filled in by the participants just before and three months after attending FDPs. For qualitative data collection, in-depth Interviews (IDIs) using the Kirkpatrick model of learning evaluation were conducted. Descriptive statistics were presented as frequencies and percentages. The thematic areas of self-efficacy and teaching competency before and after FDPs were tested using the chi-square test. P-values <0.05 were considered significant. Results There was a significant increase in self-efficacy (300 vs. 426, p
= <0.0001) and teaching competency (456 vs. 608, p = <0.0001) in the domains of teaching difficult students and motivating students for innovative projects. Improvement in communication skills and ability to engage the students were noteworthy in teaching competency. IDIs revealed that FDPs are essential for the efficient delivery of the competency-based medical curriculum. Conclusions FDPs play a key role in bringing about significant improvement in generating self-efficacy and teaching competencies among medical teachers. FDPs may be incorporated into the postgraduate medical curriculum itself.</abstract><cop>United States</cop><pub>Cureus Inc</pub><pmid>39176362</pmid><doi>10.7759/cureus.65150</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Communication Consent Curricula Feedback Learning Likert scale Medical Education Participation Questionnaires Reflective teaching Self-efficacy Skills Students Teachers |
| title | Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India |
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