ArticleKorean journal of medical education2021
Is it feasible and effective to provide faculty development programs online for clinical teachers?
Article in Korean journal of medical education, 2021. 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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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 7 citations in OpenAlex.
- Online and on-site teaching in Pedodontology.BMC medical education · 2025Article
- Current status and challenges of faculty development in Korean medical education and strategies for advancement.Korean journal of medical education · 2024Review
- Needs and gaps of faculty development for medical schools.Korean journal of medical education · 2024Article
- Medical School Faculty Development Post-Pandemic - Opportunities in the Digital Shift.Hawai'i journal of health & social welfare · 2022Article
Corrections and comments
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Authors and funding
7 authors at 3 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeSeoul National University College of Medicine operates a faculty development program for clinical teachers at multiple affiliated teaching hospitals. In 2020, the program was moved online due to coronavirus disease 2019. The purpose of this study was to determine whether it is feasible and effective to provide faculty development programs online in terms of clinical teachers' participation and satisfaction in comparison with offline programs.
methodsClinical teachers participated in the clinical teaching methods programs offline in 2019 and online in 2020. We analyzed participation rate and satisfaction level. All surveys items were rated on a 5-point Likert scale. We also interviewed instructors about the advantages and drawbacks of the online program.
resultsThe participation rate of the online program (89.5%) was significantly higher than that of the offline program (67.8%). The overall satisfaction level for the online program (4.37) was similar to that for the offline program (4.50).
conclusionFaculty development programs online are feasible and effective in medical education. We need to design training content that fits online programs, consider various online training methods to reinforce the strengths of online programs, and support participants to make good use of these programs.
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Registered trials
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