ArticleJournal of medical education and curricular development
Factors Influencing Faculty Participation in Medical Education Development Programs: A Qualitative Case Study.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
3 authors.
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Abstract
Background and objectives: Faculty development plays a pivotal role in enhancing teaching, research, educational, and clinical leadership, as well as in fostering career and professional development, which helps improve medical education. Despite its importance, engagement in faculty development programs is roughly variable among educators. This study aimed to identify and explain the factors influencing the participation of basic and clinical science faculty members in an online medical education faculty development course at medical universities. Methods: This study was conducted in Iran between July 2022 and May 2023. Data were collected through an online qualitative survey and semi-structured telephone interviews with faculty members who were actively involved in or graduated from a virtual master's program in medical education. An online qualitative survey was first conducted with 86 participants in the faculty development program to obtain a wide understanding of their experiences. Subsequently, follow-up telephone interviews were conducted with faculty members who were engaged in the program to gain richer and deeper information, and this continued until data saturation was achieved ( Results: Five major themes emerged: (1) professional and occupational factors, highlighting the importance of career advancement and job requirements; (2) individual factors, focusing on intrinsic motivation and self-efficacy; (3) social factors, reflecting the influence of peer support and social status; (4) educational and academic factors, emphasizing the necessity of innovative teaching methods; and (5) managerial/leadership and organizational factors, addressing the significance of institutional support and leadership in promoting development. Conclusion: This research provides valuable insights into the factors affecting faculty participation in development programs. By understanding these dynamics, educational institutions can consider initiatives (such as material and immaterial incentives, flexibility in program delivery, balancing teaching, research, and clinical service delivery, and promoting organizational culture and support) that enhance faculty engagement.
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