ArticleThe Malaysian journal of medical sciences : MJMS2019
Formulating a Need-Based Faculty Development Model for Medical Schools in Indonesia.
Article in The Malaysian journal of medical sciences : MJMS, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Wellbeing and associated factors: insights from Indonesian medical teachers.Korean journal of medical education · 2026Article
- Strengthening Faculty Development through Regional and Global Collaboration: An Innovative Virtual Program in Cambodia.Annals of global health · 2025Article
- Organizational impact of faculty development programs on the medical teacher's competencies.Journal of education and health promotion · 2021Article
- Psychometric evaluation of a questionnaire to evaluate organizational capacity development for faculty development programs.Journal of education and health promotion · 2020Article
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Authors and funding
3 authors.
Funding
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Abstract
backgroundThe focus of medical schools in developing countries is on fulfilling a quantity of faculty members. A faculty development model will help formulate programmes that accommodate faculty members' needs as well as institutional demands. This study aims to formulate a faculty development model relevant for medical schools in developing countries, specifically Indonesia.
methodsThis is a qualitative study with a phenomenological approach. It starts with a literature review using large databases, followed by interviews with 10 representative experts from medical schools in Indonesia.
resultsBased on the 10 studies retrieved, several components of faculty development were identified as the basis for the model. Ten experts gave input for the model. Components of the model can be grouped into: (i) content, which is materials that need to be delivered; (ii) process components, which depict aspects related to the preparation, execution and evaluation of sustainable faculty development; and (iii) components in the educational system that affect faculty development implementation.
conclusionA comprehensive review and development process has likely made this faculty development model suitable for medical schools in Indonesia. Breaking the model into components may help medical schools to prioritise certain aspects related to faculty development programmes.
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