• Users Online: 84
  • Print this page
  • Email this page

Table of Contents
Year : 2019  |  Volume : 12  |  Issue : 4  |  Page : 240-241

Utility of faculty development programs in improving the professional outcome

Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Kancheepuram, Tamil Nadu, India

Date of Web Publication11-Nov-2019

Correspondence Address:
Saurabh RamBihariLal Shrivastava
3rd Floor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai Village, Thiruporur - Guduvancherry Main Road, Sembakkam Post, Kancheepuram - 603 108, Tamil Nadu
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/HMJ.HMJ_6_19

Rights and Permissions

How to cite this article:
Shrivastava SR, Shrivastava PS. Utility of faculty development programs in improving the professional outcome. Hamdan Med J 2019;12:240-1

How to cite this URL:
Shrivastava SR, Shrivastava PS. Utility of faculty development programs in improving the professional outcome. Hamdan Med J [serial online] 2019 [cited 2020 Oct 27];12:240-1. Available from: http://www.hamdanjournal.org/text.asp?2019/12/4/240/253924

Dear Editor,

In the mission to meet the changing health-related needs of the general population, the current medical students have to be trained in such a way that they are up against the challenges ahead.[1],[2] At the same time, it is important to understand that the age-old practice of faculty members passing on the knowledge which they learnt when they were themselves student is not going to be of any use for the future doctors.[1],[3] The doctor of today has to be not only clinically sound but even possesses good communication skills and should be highly professional in their approach.[2],[3]

However, for all these to really happen, there is a big time need to strategically plan and conduct faculty development programs.[1] In fact, the findings of different studies have justified the need of faculty development programs in improving the educational outcomes.[1],[3] Nevertheless, it is quite important to realise that any form of effective training starts with the needs assessment, as it gives the organisers (medical education unit) an insight into what skills faculty member already possess, what they are in need of and what could be the form and the time when the desired knowledge/skills is delivered to them.[3] In other words, needs assessment provides the rationale that why any faculty development program needs to be organised and even aids in the identification of the areas of interest of the faculty members.[3]

Owing to the heterogeneous pattern of timeframes/situations in which the faculty members have been trained during their graduation, the findings of different needs assessment studies have resulted in the identification of the major areas in which the faculty members need support/training.[1],[2],[3],[4] The major areas include poor communication skills, outdated knowledge about the subject, inability to understand the needs of students (like delivering highly advanced information to undergraduate students, which they do not need during their undergraduation), inability to make their teaching sessions interactive and interesting and poor mentoring skills (viz. inability to understand the signs which suggest some problem might be there with a particular student and they need one-to-one attention).[1],[2],[3],[4]

The organised faculty development programs not only help the faculty members to bridge their shortcomings but also will aid them in maintaining an alignment between teaching–learning and assessment, improve their skills to give feedback to the students and being more objective and reasonable.[1],[2],[5] In addition, the competency levels of faculty members can also be increased to enable them to implement more interactive forms of teaching (viz. problem-based learning and case-based learning) and also in the implementation of the competency-based curriculum.[4],[5]

In conclusion, regardless of the settings, faculty development programs have been extremely effective in improving the effectiveness of their performance as a medical teacher. Thus, it is high time that all the medical colleges should perform a needs assessment and based on the obtained findings organise faculty development programs systematically.

Financial support and sponsorship


Conflicts of interest

There are no conflicts of interest.

  References Top

Bin Abdulrahman KA, Siddiqui IA, Aldaham SA, Akram S. Faculty development program: A guide for medical schools in Arabian Gulf (GCC) countries. Med Teach 2012;34 Suppl 1:S61-6.  Back to cited text no. 1
Miller DL, Sawatzky JV, Chernomas W. Clinical faculty development initiative: Providing student feedback. J Prof Nurs 2018;34:463-9.  Back to cited text no. 2
Shah N, Tabassum A, Shah N. A needs assessment for faculty development at two medical colleges of Dow University of Health Sciences, Karachi. Pak J Med Sci 2018;34:1386-91.  Back to cited text no. 3
Lupi CS, Ownby AR, Jokela JA, Cutrer WB, Thompson-Busch AK, Catallozzi M, et al. Faculty development revisited: A systems-based view of stakeholder development to meet the demands of entrustable professional activity implementation. Acad Med 2018;93:1472-9.  Back to cited text no. 4
Shrivastava SR, Chacko TV, Bhandary S. Capacity building of faculty and postgraduate residents of community medicine to streamline the assessment process in competence driven curriculum. South East Asian J Med Educ 2018;12:63-4.  Back to cited text no. 5


    Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
    Access Statistics
    Email Alert *
    Add to My List *
* Registration required (free)  

  In this article

 Article Access Statistics
    PDF Downloaded87    
    Comments [Add]    

Recommend this journal