SynthesisBMC medical education2024
The effectiveness of faculty development programs for training university professors in the health area: a systematic review and meta-analysis.
Synthesis in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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.
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Who cites it
9 citing papers in PubMed.
- Script concordance tests production optimization using enhanced interactive training: randomized, single-blind, bicentric trial.BMC medical education · 2026Trial
- Fostering interactive medical education: integrating Web 2.0 tools through a universal design for learning framework.Medical education online · 2026Article
- Skill-based competencies, not traits, are associated with design thinking-aligned teaching behaviours in nursing education: a cross-sectional survey.BMC medical education · 2026Article
- A perspective on improving the teaching quality of aerospace cardiovascular medicine courses.Frontiers in medicine · 2026Article
- Academic and non-academic life stressors and perceived levels of stress in Brazilian undergraduate health professions students.BMC medical education · 2025Article
- Faculty development for undergraduate student programmatic assessment: a Brazilian multi-centered longitudinal study.BMC medical education · 2025Article
- How to create a faculty development program that transforms medical education according to actual institutional needs: evidence-based approach and experience at the University of Rijeka, Faculty of Medicine, Croatia.Frontiers in medicine · 2025Article
- What makes teaching joyful? Unpacking the wellbeing-resilience-enjoyment chain in higher education faculty.Frontiers in psychology · 2025Article
- Institutional Determinants of Academic Achievement in Biomedical Sciences: A Cross-Sectional Study of Nursing Students in Uganda.Advances in medical education and practice · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe growing discussion on teacher development focuses on diversified educational skills that promote knowledge and innovation in the teaching, learning and assessment process. With the Covid-19 scenario, this picture of necessary changes has become more evident, demonstrating the need for professional preparation to work in teacher development. The aim of the study was to analyze the effectiveness of teacher development programs for the training of university teachers in the health area, through a systematic review and meta-analysis.
methodsThe systematic review and meta-analysis were carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and involved searching five databases - PubMed-Medline, Education Resource Information Center (ERIC), SCOPUS, Embase and Web of Science. The review included randomized clinical trials and cohort studies that addressed the effectiveness of teaching professionalization in the health area for university professors. The quality of the selected studies was assessed based on the evaluation criteria of the Joanna Briggs Institute tool. The random effects meta-analysis method was used to explain the distribution of effects between the studies, using Stata® software (version 11.0) and publication bias was examined by visual inspection of the graphs and Egger's test.
resultsWe included 12 studies in the systematic review and 8 in the meta-analysis. These studies were published between 1984 and 2022 in 14 countries. Significant changes were reported in teachers' behavior to stimulate and encourage students, improvement in the quality of teaching and teaching staff, as well as improvement in skills such as leadership and self-evaluation. Furthermore, the result of the meta-analysis showed that there is evidence of the effectiveness of the positive effects of teacher development programs after their implementation, with this effect being 1.70% and an increase of 4.75 in the effect of these teacher development programs.
conclusionOur study shows that development programs have been implemented in different countries and contexts, all of which have proven to be effective in the short, medium and long term. We recommend that future research focus specifically on the different competencies that have been acquired following the implementation of these programs.
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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.