ArticleJournal of education and health promotion2021
Organizational impact of faculty development programs on the medical teacher's competencies.
Article in Journal of education and health promotion, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 12 citations in OpenAlex.
- Challenges and solutions for the promotion of medical sciences faculty members in Iran: a systematic review.BMC medical education · 2022Pooled it
- Interactive Teaching Practices Among Trained and Untrained Medical Educators: A Cross-Sectional Analysis.Cureus · 2025Article
- Faculty development for undergraduate student programmatic assessment: a Brazilian multi-centered longitudinal study.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFaculty development programs as useful approaches for organizational development improved competencies in faculty members which assist them to cope with workload and environment changes. Evaluating organizational development for faculty development programs provides insight into the impact of these programs on system development. The aim of present study was conducted to study the organizational development for faculty development programs at Kerman University of Medical Sciences. MATERIALS AND
methodsThis analytical and cross-sectional study was conducted between October and December 2020. The organizational development for faculty development questionnaire was sent to a simple random sampling of 100 faculty members who had been participated in the "Medical Education Fellowship" program. The data were analyzed using descriptive statistics including independent sample
resultsThe response rate was 82%. Most of the faculty highly agreed that the "Medical Education Fellowship" program had produced organizational development. The score of the "Development and sustaining faculty development programs" domain (mean = 3.35, standard deviation [SD] =0.96) was higher than "Development and innovation in teaching and learning process" (mean = 3.31, SD = 0.74).
conclusionsSpecific characteristics of the organizational development process for faculty development programs in health profession education were recognized. The findings emphasized on the importance of these interventions on creating developments in the broader community system.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.