Faculty development ---- looking through different lenses

ABSTRACT

To understand how the faculty and students perceive the needs, barriers and possible solutions for instructional, professional and organizational development of faculty in context of a medical school. Mixed method sequential study. Shaikh Khalifa Bin Zayed Al-Nahyan Medical College [SKZMC] Lahore from September 2013 to March 2014. Five-point Likert scale, focus group discussions [FGDs] and in-depth, face-to-face interviews [IDI] were used to collect data. Using convenience sampling, 2lfaculty members for Likert scale forms,lO for FGD and 12 for ID1 were selected along with93 students for Likert scale and20 students for 2 FGDs. Scale data summarized using mean +/- SD and categorized using median score. Thematic analysis was done on interview and focus group data and findings were triangulated. Triangulation showed lack of motivation, poor time management, deficiencies in curriculum understanding and alignment with instruction and assessment, unawareness of innovative instruction and assessment tools, lack of feedback use and reflection, poor learning environment, and almost no rewards and recogrution of excellence in teaching. Weak institutional leadership and unsupportive administration were impediments too. Enhanced motivation by incentives, rewards and institutional support along with a robust faculty development program, training faculty and improving instructional, professional and organizational structure were identified as context specific solutions to address the needs and barriers. Innovative instructional training, development of research, leadership and scholarship, with organizational restructuring and support, are the main elements for faculty development in this specific context