Role of faculty development programs in improving teaching and learning

Supporting Change in Entrepreneurship Education: Creating a Faculty Development Program Grounded in Results from a Literature ReviewEpicenter, an NSF-funded STEP Center, is creating a team-based program to supportinstitutional change and faculty development, the Pathways to Innovation Program, with the goalof integrating entrepreneurship and innovation education into formal and informal engineeringcurriculums in higher education. To guide the design and implementation of the facultydevelopment program, a literature review was conducted during June-August 2013 to identifyeffective models and promising practices from the complementary topic areas of facultydevelopment and change in higher education. During the review and selection process, relevantarticles were expected to address the following parameters:1. Scale: the faculty development program should be regional or national;2. Topic: the program should support engineering faculty in adopting or adapting curricula;3. Context: engineering faculty should integrate entrepreneurship and innovation curricula;4. Sustainability: successful changes would be institutionalized at all levels;5. Evaluation: faculty development programs would demonstrate changed attitudes, knowledge, and practices in engineering faculty and students.Although articles that definitively addressed all of these parameters were not found, we wereable to identify articles that reported promising practices or models around Scale, Context, and tosome extent, Evaluation. We synthesized these results into findings about the components ofeffective faculty development and change programs.Components of Meaningful Faculty Development Programs:• The combination of duration, experiential learning opportunities, and peer interaction are factors that contribute to meaningful faculty development programs.• The content and activity of faculty development programs should be constructed around a learning theory and principles of instructional design.• Evaluation, beyond satisfaction, is not conducted programmatically in faculty development programs; but it should be incorporated into every stage of a faculty development program, including pre-planning activities.Components of Fostering Change in Higher Education• Curriculum change must be viewed systemically. It is not merely a matter of ‘adding-on’ or ‘adding-in’ missing or new curriculum components.• Theories of change must guide the work of making change in order to evaluate the success of particular approaches or the impact of the change effort.• External facilitators are essential to managing group change processes and to creating a less stressful learning environment when faculty members begin to question their approaches.Our paper will present detailed results about promising faculty development models andinstitutional and curricular change management processes. It will discuss implications of thefindings and recommendations for the design of the Pathways to Innovation Program. And it willreport on the progress of the program launch (planned for Spring 2014) and integration intoentrepreneurship and innovation curriculums at participating institutions of higher education.

BackgroundThe role of clinician educators has expanded to encompass diverse responsibilities alongside providing competent care and engaging in scholarly activities. Faculty development (FD) programs have emerged as vital tools for equipping educators with teaching skills and career advancement opportunities. However, assessing faculty development programs’ impact on organizational culture remains challenging due to their multifaceted nature. This study explores this gap to understand how faculty development influences organizational culture.MethodsThis qualitative study used a constructivist approach to explore faculty perspectives on the Uniformed Services University of the Health Sciences (USU) Faculty Development Program’s influence on organizational culture. Forty-three faculty members participated in nine semi-structured focus groups, selected for diversity across roles and locations. Interviews were recorded, transcribed, and anonymized to ensure accuracy and participant confidentiality.Data analysisTranscripts were analyzed using thematic analysis. A multidisciplinary team independently reviewed transcripts, identified preliminary codes, and refined themes through iterative consensus building. Coding was organized using memos and grouped into themes. Using information power principles, the team determined that nine focus groups provided sufficient data richness to meet the study’s aims.ResultsThe research team identified and refined four central themes: professionalization, legitimization, the value of community, and leadership impact. The participants reported a greater sense of professionalization through enhanced teaching skills, increased awareness of educational literature, and heightened confidence in their educator roles. The faculty development program fostered a strong community, promoting collaboration, knowledge sharing, and mutual support across specialties and locations. Leadership impact was evident at individual and institutional levels, increasing confidence, mentorship, and organizational support.ConclusionsThis study provides valuable insights into the organizational impact of faculty development programs, shedding light on how such initiatives influence faculty experiences and organizational culture. Future research should explore leadership values, faculty retention, burnout prevention, and the broader value of education within academic institutions.

PurposeThe faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.Design/methodology/approachThis study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.FindingsFaculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.Practical implicationsThis research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.Originality/valueThe study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

A key challenge for faculty development is ensuring that learning is transferred to the workplace. An effective program fosters the development of a particular blend of knowledge, dispositions, and behaviors that are applied and sustained over time. The role of expert clinician aside, faculty in academic institutions may not be formally prepared for the evolving range of roles and tasks they are asked to fulfill. Designing an effective faculty development program poses formidable challenges. While the literature offers ample guidance on designing faculty development episodes, perspectives on organized and comprehensive faculty development programs based on the principles of transfer of training are lacking. In this perspective, we highlight 11 key considerations for effective faculty development in an institutional context (TABLE). Our aim is to guide individuals responsible for designing and implementing a development program with the goal of enhancing the transfer of learning into workplace practice.

PurposeThe present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices.Design/methodology/approachUsing a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences.FindingsThe study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development.Practical implicationsThese findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.Originality/valueAdvancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

Successful implementation of Team-Based Learning (TBL) in higher education is preeminent in faculty development. This review surveys the wide array of methodologies, along with the challenges and best practices involved, in developing faculty with the knowledge and skills they need to create a successful TBL implementation. Faculty development programs are crucial in preparing educators for the skills, knowledge, and confidence to move from didactic teaching to student-centered orientation with collaborative approaches. The focus area covers instructional design, team facilitation, assessment strategies, and more. This review highlights case-specific approaches from various universities that offer TBL-focused faculty development programs. The need to evaluate faculty development programs to understand their long-term effect on faculty and students is also highlighted. In addition, this review points out the need for ongoing professional development, simulation-based learning, and solid institutional support. Through structured faculty development programs which include continuous feedback and a multidiscipline approach, it is possible for institutions to guarantee that TBL will have a positive impact on learning outcomes and the overall educational experience for their students. Future program recommendations focus on continuing support, including the integration of other advanced teaching technologies to ensure that TBL knowledge and practice work within the medical curriculum, and to help medical schools develop sharing and collaboration efforts across institutions.

Background: Faculty development is a critical component of medical education, playing a pivotal role in enhancing the quality of teaching, research, and clinical practice. In the context of African medical schools, where unique challenges exist, the effectiveness of faculty development programs becomes crucial. This systematic review aims to evaluate and analyze the existing literature on faculty development programs (FDPs) implemented in African medical schools. Aim: The primary focus was to assess the effectiveness, impact, and key characteristics of these programs in enhancing the teaching, research, and professional development of faculty members. Method: A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals, conference proceedings, and grey literature databases. Inclusion criteria encompassed articles reporting on faculty development initiatives within medical schools across the African continent. The search was not restricted by publication date, ensuring a broad scope of evidence. The initial search yielded a substantial number of studies, and after screening for eligibility, a final set of articles was included in the systematic review. The identified faculty development programs varied in their structure, duration, and focus areas, encompassing pedagogical training, research capacity building, and leadership development. The outcomes assessed included changes in teaching methodologies, research productivity, and overall job satisfaction among faculty members. Conclusions: This review suggests that there is need to invest in faculty development program, create a better learning policy, by implementing these strategies, the quality of teaching, research, and clinical practice will be improved In African medical schools.

The current investigation aimed to assess the level of participation and recognition received by faculty members from State Universities and Colleges (SUCs) in the Province of Iloilo as part of their faculty development programs. The obtained results will be utilized to develop an improved five-year faculty development plan. This study employed a quantitative research design, utilizing a descriptive method to determine the degree of engagement with various components of the faculty development program, which would serve as the basis for the faculty development model. A total of 848 respondents were randomly selected through simple random sampling and completed a survey questionnaire. Frequency count, percentage, mean, and standard deviation were employed to provide a descriptive analysis of the data. Furthermore, Chi-Square, Mann Whitney U Test, and Kruskal Wallis Test were utilized to examine significant differences in the extent of faculty development program utilization. The findings indicate that the majority of faculty members from SUCs expressed "very satisfied" levels of satisfaction regarding their engagement in scholarships, seminars, training, conferences, and symposia. They also reported being "satisfied" with their involvement in other faculty development programs, with the exception of fellowships. Moreover, the study revealed that there was no significant relationship between the extent of satisfaction with the faculty development program components and demographic profiles, except for the plantilla position. Post hoc analysis indicated significant differences among respondents holding the positions of instructors and associate professors, as well as assistant professors and associate professors.

Evolving as Nurse Educators in Problem-Based Learning Through a Community of Faculty Development

Higher education institutions serve as the main venues where academic excellence, professional growth and innovation are nurtured. The standard of education rests chiefly on the knowledge, dedication plus morale of the teaching staff who conduct every class. To keep teachers capable and current, universities and colleges run Faculty Development Programs. Those programs strengthen teaching methods, expand research skills but also reinforce professional values, which in turn lifts institutional performance and student results. At Eastern Samar State University Main Campus, the Faculty Development Program counts among the university's key plans for advancing its teachers. The university offers seminars, workshops training grants, scholarships and research-building events so that teachers gain the tools required by fast changing higher education. Yet the value of those efforts hinges on how content the teachers are with the program as well as on whether they judge that it truly sharpens their skills. Faculty satisfaction shows how closely the program meets participant needs, interests and expectations. When teachers feel that the program supports them, they gain motivation, work productively or stay committed to university goals. When dissatisfaction appears, it signals possible flaws in program design, relevance, delivery or access. Perceived effectiveness carries equal weight - it records the faculty's own verdict on whether the program has reached its targets - better classroom performance, higher research output, and clearer career paths. By learning how teachers view the results, administrators discover whether the Faculty Development Program's stated aims become real accomplishments.

BACKGROUND: Medical errors are the third leading cause of death in the United States. To address this problem, a concerted effort by nurse educators to integrate Quality and Safety Education for Nurses (QSEN) competencies into nursing curricula is relevant. There is a need for innovative educational strategies, faculty development, and implementation approaches to support successful QSEN competency implementation. PURPOSE: The purpose of this research was to evaluate a faculty development course that included QSEN competency education, resources, and support. METHODS: A pretest posttest design was used and 19 nursing faculty from a northeast U.S. public college participated in the program. Participants completed the National QSEN Faculty Survey before and after a 6-part QSEN competency-based training course. Descriptive statistics and the chi-square statistical test were used to compare means of pretest and post-test responses. RESULTS: Results indicated a significant increase of incorporating the QSEN competencies in nursing courses following the faculty development program. The most helpful QSEN resource was found to be the QSEN website followed by the Institute for Healthcare Improvement (IHI) in pre and post-test results. Case studies, lectures, and group projects were the most frequently used teaching strategies, and the classroom was found to be the setting where most faculty integrated QSEN competencies into their courses. IMPLICATIONS: Faculty development programs are an effective method of providing support for the integration of QSEN competencies into the undergraduate nursing curricula. Evaluation of faculty development programs is essential so that effective programs can be shared and sustained. Keywords: QSEN, competencies, faculty development, quality, safety

PurposeDrawing on the decade of experience of Boston University Medical Campus’ Faculty Development Office, this paper reports strategies used to launch and continually improve faculty development programming within an academic health sciences campus.Patients and MethodsThe authors explain the steps that Boston University Medical Campus took to institute their set of faculty development programs, including an overview of resources on how to periodically conduct needs assessments, engage key institutional stakeholders, design and evaluate an array of programming to meet the needs of a diverse faculty, and institute real-time program modifications.ResultsIn a step-by-step guide, and by highlighting vital lessons learned, the authors describe a process by which biomedical educators can create and sustain a robust faculty development office within their own institutions.ConclusionThis paper identifies steps to launch and improve faculty development program. Faculty development programs should be expanded to support faculty in academic medical centers.

This article demonstrates how to create, manage, and administer a comprehensive faculty development programme utilising the Kirkpatrick model. The academic literature lacks discussion and analysis of how faculty development might improve healthcare faculty in all academic domains. This study shows that the Kirkpatrick model may be used to create and manage institutional faculty development programmes, filling a gap in the academic literature. If medical schools priorities staff development in line with their mission, they can become more competitive and serve their students better. Healthcare students will benefit from this. Place of Study: Rai Medical College Sargodha Study Duration: June 2021 to February 2022 Study Design: Empirical research Conclusion: This article suggests that faculty development should be done methodically and to fit the needs of various faculty groups. It also suggests that the educators' ultimate purpose is to train medical business executives who can handle the challenges of modern medicine on their own. Medical education programmes must adapt to changing stakeholder needs, focusing on outcomes rather than instruction. Keywords: Faculty Development Program, Medical Education, Kirkpatrick’s Model, Teaching Performance, Effectiveness

Objective This study aims to determine faculty members’ feedback and the level of satisfaction about the faculty development program carried out with the hybrid learning method at Selçuk University Faculty of Medicine (SÜTF) and compare faculty members’ satisfaction levels regarding face-to-face and online sessions. Material and Methods The Faculty Development Program has been carried out since 2010 and updated with program evaluations as well as faculty members’ needs and expectations. In the COVID-19 pandemic era, distance education and hybrid education sessions were added to the program. The renewed faculty development program was conducted in June 2021 with a hybrid learning method, eight sessions both face-to-face and online and six sessions online only. The feedback of the participants was obtained through online questionnaires consisting of structured items rated with Likert-type scales (1: Strongly disagree – 5: Strongly agree and 0: Very poor – 10: Very good) and semi-structured items. Results Fifty faculty members participated in the program and 30 (60.0%) answered the research questionnaires. Faculty members reported a total of 170 session participation, 140 (82.4%) face-to-face and 30 (17.6%) online. It was determined that the participants' satisfaction levels about the faculty development program sessions was high and very high (min=4.05±0.99 ; max=5.00±0.00). It was also found that there is no statistically significant difference between faculty members evaluations for online or face-to-face participation in the training sessions. Participants reported that their overall evaluation of the program was very good (9.33±0.65). Conclusion The SÜTF Faculty Development Program, designed in accordance with the COVID-19 conditions, has been successfully implemented using the hybrid method. The positive feedback of faculty members and the fact that online or face-to-face participation in the sessions does not make a difference in their satisfaction levels is considered as an important development for the implementation of the forthcoming faculty development program using the hybrid method.

ObjectivesInterprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to...