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ORIGINAL ARTICLE ON MEDICAL EDUCATION
Year : 2021  |  Volume : 2  |  Issue : 2  |  Page : 125-133

Factors influencing the success of faculty development programme: Our experience and future recommendations


1 Department of Burns & Plastic Surgery, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
2 Professor of Department of Pathology, Head of Advanced Center of Continuous Professional Development, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
3 Department of Physiology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
4 Department of Biochemistry, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
5 Department of Otorhinolaryngology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
6 Department of Transfusion Medicine, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
7 Department of Microbiology, AIIMS, Rishikesh, Uttarakhand, India
8 Director, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India

Correspondence Address:
Dr. Shalinee Rao
Professor, Department of Pathology, Head of Department of Advanced Center of Continuous Professional Development, AIIMS Rishikesh, Uttarakhand
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/JME.JME_28_21

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Background: The success of any training program is influenced by factors such as the course facilitator, learner and learning environment. Faculty Development Programs are conducted in institutes from time to time to train the trainer. Aims: The article aims to evaluate two Faculty Development Programs conducted at a tertiary care institute and address the concerns and suggestions as educationists. Subjects and Methods: Data generated from the 4-day workshop on Faculty Development Course conducted in two subsequent programmes in the year 2019 were reviewed. The performance of participants was analyzed based on their performance in pre-test and post-test administered through a set of pre-validated questionnaires. Participant feedback as well as their response to facilitatory and hindering factors was evaluated. Results: A total of 57 participants attended the workshop (cumulative both FDP). Pre-test post-test scores were 7.55 ± 2.2 and 12.5 ± 1.87, and improvement in knowledge was statistically significant with P < 0.0001. Overall, FDP was rated very good to good by 97% of the participants. Interactive sessions, group activity and discussions facilitated learning, while prolonged and hurried up sessions as well as non-availability of prior reading material were major hindrances. Conclusion: A low baseline knowledge of participants emphasizes the need for an early introduction to FDP with interactive sessions, good time management and a non-threatening environment to maintain the interest of learner and facilitates learning. The article in addition also discusses about the inadequacies and lacunae of the existing programme.


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