Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
| Autor: | Margaret Borok, James Hakim, Felix Madya, Thokozile Mashaah, Susan C. Connors, Kusum Nathoo, Antony Matsika, Thomas B. Campbell |
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| Rok vydání: | 2018 |
| Předmět: |
Zimbabwe
Faculty Medical 020205 medical informatics education Organizational culture Qualitative property Infectious and parasitic diseases RC109-216 02 engineering and technology 03 medical and health sciences Professional Competence 0302 clinical medicine Political science ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Curriculum development Humans 030212 general & internal medicine Program Development Curriculum Schools Medical Original Research Government Medical education Education Medical Teacher Training General Medicine Organizational Culture Leadership General partnership Needs assessment Public aspects of medicine RA1-1270 Faculty development Needs Assessment |
| Zdroj: | Annals of Global Health Annals of Global Health, Vol 84, Iss 1, Pp 183-189 (2018) |
| ISSN: | 2214-9996 |
| DOI: | 10.29024/aogh.5 |
| Popis: | Background: Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI). Objectives: This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award. Methods: Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder. Findings: Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training. Conclusions: We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students’ performance and the demonstration of changes in teaching performance. |
| Databáze: | OpenAIRE |
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