Journal of Educational Evaluation for Health Professions

Research article

Redesigning a faculty development program for clinical teachers in Indonesia: a before-and-after study: Rita Mustika, Nadia Greviana, Dewi Anggraeni Kusumoningrum, Anyta Pinasthika; J Educ Eval Health Prof. 2024;21:14. Published online June 13, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.14

1,810 View
317 Download
1 Web of Science
1 Crossref

Purpose
Faculty development (FD) is important to support teaching, including for clinical teachers. Faculty of Medicine Universitas Indonesia (FMUI) has conducted a clinical teacher training program developed by the medical education department since 2008, both for FMUI teachers and for those at other centers in Indonesia. However, participation is often challenging due to clinical, administrative, and research obligations. The coronavirus disease 2019 pandemic amplified the urge to transform this program. This study aimed to redesign and evaluate an FD program for clinical teachers that focuses on their needs and current situation.
Methods
A 5-step design thinking framework (empathizing, defining, ideating, prototyping, and testing) was used with a pre/post-test design. Design thinking made it possible to develop a participant-focused program, while the pre/post-test design enabled an assessment of the program’s effectiveness.
Results
Seven medical educationalists and 4 senior and 4 junior clinical teachers participated in a group discussion in the empathize phase of design thinking. The research team formed a prototype of a 3-day blended learning course, with an asynchronous component using the Moodle learning management system and a synchronous component using the Zoom platform. Pre-post-testing was done in 2 rounds, with 107 and 330 participants, respectively. Evaluations of the first round provided feedback for improving the prototype for the second round.
Conclusion
Design thinking enabled an innovative-creative process of redesigning FD that emphasized participants’ needs. The pre/post-testing showed that the program was effective. Combining asynchronous and synchronous learning expands access and increases flexibility. This approach could also apply to other FD programs.

Citations

Citations to this article as recorded by

Integrating design thinking into dental education
Supachai Chuenjitwongsa, Lisa R. Amir, Abbas Jessani, Lakshman P. Samaranayake, Thanaphum Osathanon
Frontiers in Oral Health.2025;[Epub] CrossRef

Educational/faculty development material

Interprofessional health education teacher training at the University of Chile: Mónica Espinoza Barrios, Sandra Oyarzo Torres; J Educ Eval Health Prof. 2021;18:30. Published online November 15, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.30

5,221 View
244 Download
5 Web of Science
7 Crossref

Abstract PDF Supplementary Material

The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

Citations

Citations to this article as recorded by

Interprofessional learning in practice-based settings: AMEE Guide No. 169
Somaya Hosny, Jill Thistlethwaite, Yasser El-Wazir, John Gilbert
Medical Teacher.2025; 47(2): 182. CrossRef
Impact of interprofessional education on the attitudes and clinical skills of medical and nursing students: A quasi-experimental study
Saeideh Daryazadeh, Zahra Amouzeshi
Journal of Medical Education Development.2025; 18(1): 23. CrossRef
Metaverse applications in education: a systematic review and a cost-benefit analysis
Mark Anthony Camilleri
Interactive Technology and Smart Education.2024; 21(2): 245. CrossRef
Attitude and behavioral intention for using metaverse in education: learner’s perspective
Ruby S. Chanda, Vanishree Pabalkar, Sarika Sharma
Journal of Applied Research in Higher Education.2024; 16(5): 2168. CrossRef
Barriers and facilitators for accepting health education of Chinese rural older adults in Henan Province: a qualitative study
Huizhong Zhang, Yan Zhang, Yuwen Yan, Xizheng Li, Yutong Tian
BMC Public Health.2024;[Epub] CrossRef
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice
S. Van Schalkwyk, E. Amaral, M. Anakin, R. Chen, D. Dolmans, A. Findyartini, N. Fobian, K. Leslie, J. Muller, P. O’Sullivan, S. Ramani, O. Sorinola, F. Vakani, D. Yang, Y. Steinert
Medical Teacher.2024; : 1. CrossRef
The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland
Andrea Schlicker, Jan Ehlers
International Journal of Health Professions.2023; 10(1): 37. CrossRef

First
Prev
Page of 1
Next
Last

Search