A Framework for Evaluating Faculty Development Programmes

Abstract

Faculty development is an essential activity in most tertiary institutions, especially in this era of rapidly evolving pedagogies, ever-shrinking curricular time, increasingly diverse students and faculty, rapidly increasing use of technology in education, and budgetary constraints. Moreover, all faculties have multiple responsibilities and may not be able to spend much time developing their teaching competencies and performance, thus making highly efficient and effective faculty development even more important. Evaluation of faculty development programmes thus provides important data on how these programme can be improved. This talk is about the framework for evaluating faculty development programmes, exemplified in one developed for the one-minute preceptor (OMP). The OMP was originally developed for the busy primary care clinical environment, as a time-efficient and learnercentered teaching technique. Because the teaching environment in the gross-anatomy laboratory is similar to the primary care clinic in that teachers need to supervise multiple groups of students simultaneously and thus have very short time to engage each, it has been suggested that OMP can also be applied in the gross-anatomy laboratory. Using the outcome-based approach and the predisposing-enabling-reinforcing instructional framework by Green and Kreuter, we designed a faculty development programme for novice anatomy teachers on OMP. The CME outcome framework, Miller’s triangle, and Kirkpatrick’s model are integrated into a framework for evaluating the programme. The various possible methods of evaluation at the level of participation, satisfaction, learning (declarative knowledge, procedural knowledge and competency), performance, and student learning, as well as some of the evaluation results, will be described in the talk.