A guide to best practice in faculty development for health professions schools: a qualitative analysis

Samar A Ahmed, Nagwa N Hegazy, Archana P Kumar, Enjy Abouzeid, Nourhan F Wasfy, Komal Atta, Doaa Wael, Hossam Hamdy

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
29 Downloads (Pure)

Abstract

This is a practice guide for the evaluation tool specifically created to objectively evaluate longitudinal faculty development programs (FDP) using the “5×2 -D backward planning faculty development model”. It was nec-essary to create this tool as existing evaluation methods are designed to evaluate linear faculty development models with a specific endpoint. This backward planning approach is a cyclical model without an endpoint, consisting of 5 dynamic steps that are flexible and interchangeable, therefore can be a base for an evaluation tool that is objective and takes into account all the domains of the FDP in contrast to the existing, traditional, linear evaluation tools which focus on individual aspects of the program. The developed tool will target evaluation of longitudinal faculty develop-ment programs regardless of how they were planned.Methodology: Deductive qualitative grounded theory approach was used. Evaluation questions were generated and tailored based on the 5 × 2-D model followed by 2 Delphi rounds to finalize them. Based on the finalized evalu-ation questions from the results of the Delphi rounds, two online focus group discussions (FGDs) were conducted to deduce the indicators, data sources and data collection method.Results: Based on the suggested additions, the authors added 1 new question to domains B, with a total of 42 modifications, such as wording changes or discarding or merging questions. Some domains received no comments, therefore, were not included in round 2. For each evaluation question, authors generated indicators, data sources and data collection methods during the FGD.Conclusion: The methodology used to develop this tool takes into account expert opinions. Comprehensiveness of this tool makes it an ideal evaluation tool during self-evaluation or external quality assurance for longitudinal FDP. After its validation and testing, this practice guide can be used worldwide, along with the provided indicators which can be quantified and used to suit the local context
Original languageEnglish
Article number150
Pages (from-to)1-16
Number of pages16
JournalBMC Medical Education
Volume22
Early online date5 Mar 2022
DOIs
Publication statusPublished online - 5 Mar 2022

Bibliographical note

Open access funding provided by The Science, Technology & Innovation Funding Authority (STDF) in cooperation with The Egyptian Knowledge Bank (EKB). This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Keywords

  • Faculty development
  • evaluation
  • indicator

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