Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

Background: Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The U...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Antony Matsika, Kusum Nathoo, Margaret Borok, Thokozile Mashaah, Felix Madya, Susan Connors, Thomas Campbell, James G. Hakim
Formato:	article
Lenguaje:	EN
Publicado:	Ubiquity Press 2018
Materias:	Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/09ec18cbfb8649b19348f657cf8b4548
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:09ec18cbfb8649b19348f657cf8b4548
record_format	dspace
spelling	oai:doaj.org-article:09ec18cbfb8649b19348f657cf8b45482021-12-02T05:39:30ZRole of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe2214-999610.29024/aogh.5https://doaj.org/article/09ec18cbfb8649b19348f657cf8b45482018-04-01T00:00:00Zhttps://annalsofglobalhealth.org/articles/5https://doaj.org/toc/2214-9996Background: Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI). Objectives: This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award. Methods: Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder. Findings: Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training. Conclusions: We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students’ performance and the demonstration of changes in teaching performance.Antony MatsikaKusum NathooMargaret BorokThokozile MashaahFelix MadyaSusan ConnorsThomas CampbellJames G. HakimUbiquity PressarticleInfectious and parasitic diseasesRC109-216Public aspects of medicineRA1-1270ENAnnals of Global Health, Vol 84, Iss 1, Pp 183-189 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
spellingShingle	Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270 Antony Matsika Kusum Nathoo Margaret Borok Thokozile Mashaah Felix Madya Susan Connors Thomas Campbell James G. Hakim Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
description	Background: Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI). Objectives: This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award. Methods: Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder. Findings: Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training. Conclusions: We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students’ performance and the demonstration of changes in teaching performance.
format	article
author	Antony Matsika Kusum Nathoo Margaret Borok Thokozile Mashaah Felix Madya Susan Connors Thomas Campbell James G. Hakim
author_facet	Antony Matsika Kusum Nathoo Margaret Borok Thokozile Mashaah Felix Madya Susan Connors Thomas Campbell James G. Hakim
author_sort	Antony Matsika
title	Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
title_short	Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
title_full	Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
title_fullStr	Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
title_full_unstemmed	Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
title_sort	role of faculty development programs in medical education at the university of zimbabwe college of health sciences, zimbabwe
publisher	Ubiquity Press
publishDate	2018
url	https://doaj.org/article/09ec18cbfb8649b19348f657cf8b4548
work_keys_str_mv	AT antonymatsika roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT kusumnathoo roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT margaretborok roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT thokozilemashaah roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT felixmadya roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT susanconnors roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT thomascampbell roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe AT jamesghakim roleoffacultydevelopmentprogramsinmedicaleducationattheuniversityofzimbabwecollegeofhealthscienceszimbabwe
_version_	1718400274236702720

Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

Ejemplares similares