Does a basic training in medical education, translate to change in educational practice of Medical faculty?

Priya Chandran, Jayakrishnan Thavody, Lilabi MP


Faculty development in medical education is being conducted in medical colleges according to Medical Council of India Regulations, through a new initiative titled Basic Course workshops (BCW). This study, aimed to assess the influence of these BCW on the teaching practices of the trained faulty.

Data was collected using a validated semi-structured questionnaire from eligible faculty. 

Response rate was 86%. Middle level faculty were the most to get trained through BCW and there was equal representation from clinical and preclinical departments. 81% of the participants said that they were motivated to implement what they learnt during the course. At a personal level, 94% of the faculty had brought about changes in academic activities mainly Small Group teaching and formulating Specific Learning Objectives (SLOs). But when it came to bringing changes at the department level, only 39% of faculty could achieve this. At a personal level, 87% of the faculty could bring about change in the area of formative assessment, benefit being perceived most in the conduct of Objective Structured Practical Examination (OSCPE)/ Objective Structured Clinical Examination (OSCE). However the changes in these areas at the departmental level were reported only by 17% of the faculty. 20% of faculty experienced difficulty in implementing changes in academic activities, mainly due to resistance from superiors and colleagues.

The BCW training is motivating faculty to bring about changes in teaching learning. Although faculty are bringing changes at their personal levels, they are facing difficulties in implementing it at the department level. Training of more faculty, at all levels may help overcome the problem.


Keywords: Basic Course workshop, Faculty development program, Impact assessment

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