ABSTRACT
Background: Medical Council of India, New Delhilaunched a National Faculty Development Program(NFDP) across India in 2009. NFDP was neverevaluated in the context of its operational utility,efficiency and effectivity. Aim and Objectives: Presentstudy was undertaken to evaluate the NFDPat one of theMedical Council of India (MCI) Nodal Centre foridentifying the gap with regards to its impact,operational utility and effectivity as envisioned by theregulatory body and to invocate interventionaloperations arising thereof and to calibrate it and tocreate evidences for the same. Material and Methods:The study has been carried out at Jawaharlal NehruMedical College (JNMC), Sawangi (Meghe), Wardha, aNodal Centre recognized by MCI New Delhi for theNFDP. A validated questionnaire was sent to 667stparticipants of the NFDP at JNMC from 1 July 2009 tost31 July 2017 and responses were obtained aboutgenerating evidences in education technology, transferof knowledge at the workplace and contribution in theinstitutional growth. The impact analysis was studied interms of individualization, internalization andinstitutionalization of the participants. Results: 220(52%) of the participants confirmed their involvementin educational research activities in the form of eitheradvance course or a conference or an educationalresearch project. 250 (59%) of the participants couldtransfer their learning to the workplace and broughtchanges in the teaching learning Practices and 28.3% inassessment methods. 255 - 338 (60.32% to 79.90%)participants opined positive impact of NFDP onpersonal/ professional/ Institutional growth.Conclusions: In terms of the observations and findingsthereto, it was proposed that certain modifications(structural, operational and conceptual) are warranted inthe said program. Operational utility of the NFDP isdiscussed under two headings. Its link with CompetencyBased Medical Education and its relation toAccreditation Status of Medical schools in India.
ABSTRACT
<p> To effectively educate medical teachers for clerkship and residency training, the international faculty development program was developed. Ten faculties of the School of Medicine participated in the program and learned about clinical education through lectures and direct observations, transforming their educational perspectives. Factors to optimize such an international faculty development program were discussed: 1) Authentic educational institution and environment, 2) matching the participants' specialty and subject at the observation site, 3) optimal combination of lectures, direct observations, and debriefing sessions, 4) mutual understanding of cultural differences, and 5) sense of community cultivated by experiencing the program for a week. Those factors suggest ways for further improvement to reform the program, promote better management, and conduct educational research on faculty development.</p>
ABSTRACT
Tutors must understand their role in advance so that tutorial education can be conducted smoothly and effectively. These abilities and attitudes require training. At our school, tutors serve as faculty for basic courses and clinical courses. We assessed their training conditions and future tasks. Of the 1, 077 faculty members who received tutor training between 1988 and 1997, 935 are current faculty members who have completed in-service training (basic course, 115; clinical course, 820). Before 1989, training was on campus, but since 1990 it has been conducted at Shirakawa Seminar House with a 2-day program. The number of working tutors per year is 192, with a basic course to clinical course ratio of 3: 7. About half of the faculty members in the basic course have had four or more experiences as tutors, whereas most clinical course faculty members have had only one experience. Thus, many tutors have had no experience. In a questionnaire survey after undergoing the training program, most participants felt that they were able to understand the theory of tutorial education and the actual role of the tutor and that they were able to concentrate on off-campus training that was removed from their everyday work. To provide added impetus to tutorial education, we suggest that in the future, in addition to the understanding and mutual cooperation of those involved, it will be necessary to provide an advanced program to train tutors who have appropriate abilities and attitudes.