Faculty development for undergraduate student programmatic assessment: a Brazilian multi-centered longitudinal study.

backgroundStudent assessment in many Brazilian health professions schools consists mainly of summative exams targeting knowledge. Between 2018 and 2020, a faculty development (FD) project was held for nine Brazilian institutions addressing programmatic assessment systems favouring comprehensive, formative assessment of clinical skills and professionalism. This study aimed at identifying the immediate effects of the FD activities, and determining long-term (one-year) changes in participant's assessment practices and other effects.

methodsParticipated 359 teachers from 30 undergraduate courses (13 different health professions). Local leaders took an initial workshops cycle (20 h), which was followed by 10 similar activities at the various institutions. The program design covered topics on assessment practices and systems using active teaching-learning strategies. In the end, participants evaluated the quality of the FD activities and self-evaluated the knowledge and skills acquired. One year later, participants were invited to complete an online structured questionnaire about the importance of the FD activities on 36 aspects of their work.

resultsFrom 75 to 100% of the 292 (81.3%) respondents had a very positive perception of the workshops, particularly about program design, delivered activities and facilitator's role, with no significant differences between the initial and the other cycles. Immediately after the workshops, perceived levels of knowledge and skills were significantly greater (p = 0.0001) than those before, for all topics evaluated. In the follow-up evaluation one year later, more than 90% of the 121 (33.7%) respondents to the reliable instrument (Cronbach's α = 0,90) attributed high importance of participation to their work in student assessment. More than 70% reported positive impacts on other aspects, such as teaching, relationship with students and colleagues and feelings of greater belonging and personal and professional appreciation.

conclusionOur findings indicate that well-designed traditional FD activities focusing solely on student assessment enhance teacher's knowledge and skills in this area, an effect that persists in the long-term. Other improving effects were observed on overall participants' performance and may represent broader positive impacts on teachers and their institutions. Additionally, it is likely that these FD activities may contribute to changes in the participating institutions leading to a more constructive and meaningful approach to student assessment.