Evaluation of Transfer of Training among Medical Educators after Attending a Faculty Development Program about Competency Based Education | ||||
| Journal of Health Professions Education and Innovation | ||||
| Article 6, Volume 1, Issue 2, April 2024, Page 47-57 PDF (1.18 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jhpei.2024.260005.1016 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Basant Mostafa Gabr  
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| Medical Microbiology and Immunology, Faculty of medicine, Tanta University, Tanta, Egypt. | ||||
| Abstract | ||||
| Background: Continuous training of the faculties is important to both individual and organizational performance. Faculty development programs (FDPs) are applied to prepare highly skilled faculties. Positive transfer of training to the workplace is the main factor judging the effectiveness of the training. The aim was to evaluate transfer of training of the faculties of Tanta Faculty of Medicine after attending one of FDPs in competency-based medical education. Methods: This mixed quantitative and qualitative study was carried out at the Faculty of Medicine, Tanta University. Quantitative data were collected via responses to digital questionnaires with 5-point Likert Scale from 177 of the trained faculties during the period from 2017 to 2022. Qualitative data were gathered from eight focus group discussions with students and nine interviews with the courses’ coordinators. Transfer of training was evaluated according to Kirkpatrick’s Four Levels of Training Evaluation Model. Descriptive statistics and thematic analysis were used to analyze the collected data. Results: Out of 177 participants, 87% reported an increase in their self-confidence as medical teachers, 87% adopted new teaching methods and 88.4% new assessment methods. Students noted effective class management but a weak student-teacher bond, while coordinator interviews clarified that FDPs improved teaching quality. Conclusion:A positive transfer of training after these FDPs was obvious and a satisfactory impact on the performance of faculties as well as the overall performance of the faculty were detected. Continuing training of the faculties is recommended as an essential need to guarantee the fruitful learning environment | ||||
| Keywords | ||||
| Transfer of Training; Faculty development programs; Competency-based medical education | ||||
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