ArticleBMC medical education2025
Assessing faculty development needs and perceptions for residency programs at a medical school in Rwanda.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAcademic institutions play an important role not only in increasing the health workforce, but also ensuring faculty are equipped to meet the rising demand on trainees to enter the workforce. Located in Kigali, Rwanda, Africa Health Sciences University (AHSU) is a newly established institution training the next generation of health professionals across medicine, nursing, midwifery, and other health domains. This study explores faculty and staff perceptions of their current skills in teaching and research and identifies ways to further strengthen faculty development initiatives.
methodsThis cross-sectional, survey-based study was conducted from August 11 to September 30, 2024, across AHSU's three main residency clinical teaching sites. Participants included doctors, nurses, midwives, and administrators involved in educational activities. Data was collected via an anonymous questionnaire, with sections on participant demographics, job profile allocations, teaching and research skills, and faculty development preferences. Data was analyzed via descriptive statistics. Mean scores and standard deviations were calculated across Likert scale questions to evaluate central tendencies and participant response variability. The Kruskal-Wallis test was also employed for associations, with a statistical significance of p < 0.05.
findings230 participants completed the survey, including nurses and midwives (62.61%), medical doctors (31.74%), and administration (5.65%). Teaching skills were perceived to be stronger overall than research skills, with an average of 3.46 and 2.95 out of 4 respectively. Improving teaching and scholarship, and personal interest were the most cited motivations to engaging in faculty development programs. The perceived importance of faculty development showed significant associations with role, highest level of education, and faculty rank.
conclusionStrengthening faculty development in clinical academic settings has the potential to improve the overall academic environment across health sciences universities and their teaching sites. Health sciences universities should consider ways to recognize, develop, and support both their clinical and non-clinical staff engaged in academic activities. This can be done through institutional support systems, improved academic recognition frameworks, and the promotion of innovative teaching and learning methods.
Indexed as
Identifiers
What OpenQuestion holds
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.