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Korean journal of medical education : KJME v.30 no.1, 2018년, pp.11 - 22  
본 등재정보는 저널의 등재정보를 참고하여 보여주는 베타서비스로 정확한 논문의 등재여부는 등재기관에 확인하시기 바랍니다.

Impact of faculty development programs for positive behavioural changes among teachers: a case study

Lee, Shuh Shing    (Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore  ); Dong, Chaoyan    (Education Office, Sengkang Hospital, SingHealth, Singapore  ); Yeo, Su Ping    (Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore  ); Gwee, Matthew CE    (Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore  ); Samarasekera, Dujeepa D.    (Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore  );
  • 초록

    Purpose Faculty development (FD) is essential to prepare faculty members to become effective teachers to meet the challenges in medical education. Despite the growth of FD programmes, most evaluations were often conducted using short questionnaires to assess participants' satisfaction immediately after they attended a programme. Consequently, there were calls for more rigorous evaluations based on observed changes in participants' behaviours. Hence, this study aims to explore how the FD workshops run by the Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore have impacted behavioural changes in the educators. Methods We followed up with the educators at least half a year after they have attended the workshops. With limited literature as reference, we initiated a small-scale case-study research design involving semi-structured interviews with six educators which was triangulated with three focus group discussions with their students. This allowed us to explore behavioural changes among the educators as well as evaluate the feasibility of this research methodology. Results We identified three emerging categories among the educators: ignorance to awareness, from intuition to confirmation and expansion, and from individualism to community of practice. Conclusion Although FD have placed much emphasis on teaching and learning approaches, we found that the teacher-student interaction or human character components (passionate, willing to sacrifice, are open to feedback) in becoming a good educator are lacking in our FD workshops.


  • 주제어

    Medical .   Education .   Training .   Teaching .   Case report.  

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