Assessment of Effective Learning Transfer at Workplace after a Formal Faculty Development Program
Evaluating Learning Transfer after Faculty Development
DOI:
https://doi.org/10.54393/pjhs.v5i06.1839Keywords:
Faculty Development Program, Kirkpatrick Model, Medical Education, Case-Based LearningAbstract
Higher education institutions use Faculty Development Programs (FDPs) as organized learning opportunities to improve the abilities, knowledge and skills of its faculty members. Objective: To evaluate the faculty development program using Kirkpatrick Model and acknowledging the program's importance in medical education. Methods: A non-probability purposive sample of 27 faculty members was used in the quantitative quasi-experimental design. Pre- and post-tests or intervention were conducted as part of the CBL facilitation skills training included in the faculty development program after three and six months, with a particular emphasis on CBL facilitation skills comprising four domains: teaching skills, teacher knowledge, student happiness, and environmental factors. Results: The analysis revealed that participants demonstrated significantly higher mean scores across all four domains in the second evaluation (post-test/ intervention) compared to the first evaluation (pre-test/ intervention). Each domain showed a p<0.05, indicating statistically significant improvements. These results suggest that the CBL facilitation skills training program was effective in enhancing participants' skills. Moreover, the evaluation reached level 3 of the Kirkpatrick model, signifying a positive transfer of learning to the workplace, with observed improvements in teaching skills and behavior change among participants. Conclusions: Faculty development programs were mandatory for learning transfer and improving teaching skills at workplace. Proper program evaluations were equally important to see whether learning transfer was actually happening at workplace or not
References
Crites GE, Ward WL, Archuleta P, Fornari A, Hill SE, Westervelt LM et al. A scoping review of health care faculty mentorship programs in academia: implications for program design, implementation, and outcome evaluation. Journal of Continuing Education in the Health Professions. 2023 Jan; 43(1): 42-51. doi: 10.1097/CEH.0000000000000459. DOI: https://doi.org/10.1097/CEH.0000000000000459
Pasique DA and Maguate G. Challenges And Opportunities Among Educators in The Implementation of Continuing Professional Development. International Journal for Multidisciplinary Research. 2023 Jul; 5(4). doi: 10.36948/ijfmr.2023.v05i04.5336. DOI: https://doi.org/10.36948/ijfmr.2023.v05i04.5336
Peñaflor M. Faculty development program (FDP) of selected private colleges in general Santos City: its impact on organizational commitment and adaptive performance, basis for enhanced retention program. Valley International Journal Digital Library. 2024 Mar: 6089-123. doi: 10.18535/ijsrm/v12i03.em13. DOI: https://doi.org/10.18535/ijsrm/v12i03.em13
Heimstädt M, Koljonen T, Elmholdt KT. Expertise in management research: A review and agenda for future research. Academy of Management Annals. 2024 Jan; 18(1): 121-56. doi: 10.5465/annals.2022.0078. DOI: https://doi.org/10.5465/annals.2022.0078
Romiszowski AJ. Producing instructional systems: Lesson planning for individualized and group learning activities. 1st Edition. London: Routledge; 1986. 2024. doi: 10.4324/9781315067452. DOI: https://doi.org/10.4324/9781315067452
Noe RA. Employee Training & Development. 9th Edition. New York: McGraw-Hill Education; 2023.
Siagian S, Sinambela PN, Wau Y. Effectiveness and efficiency of e-learning in Instructional Design. World Transactions on Engineering and Technology Education. 2020 Jan; 18(1): 73-7.
Guraya SY, Sulaiman N, Guraya SS, Yusoff MS, Roslan NS, Al Fahim M et al. Understanding the climate of medical professionalism among university students; A multi-center study. Innovations in Education and Teaching International. 2021 May; 58(3): 351-60. doi: 10.1080/14703297.2020.1751237. DOI: https://doi.org/10.1080/14703297.2020.1751237
Perna LW. Understanding the working college student. Academe. 2010 Jul; 96(4): 30-3.
Bailey JM, Foster KW, Henderson K, Powell LE, Ripley E. Aligning faculty development with competencies for professional growth. Medical Teacher. 2021 Aug; 43(8): 900-1. doi: 10.1080/0142159X.2021.1929902. DOI: https://doi.org/10.1080/0142159X.2021.1929902
de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. Medical teacher. 2020 Feb; 42(2): 143-9. doi: 10.1080/0142159X.2018.1552782. DOI: https://doi.org/10.1080/0142159X.2018.1552782
Mulisa F. When Does a Researcher Choose a Quantitative, Qualitative, or Mixed Research Approach?. Interchange. 2022 Mar; 53(1): 113-31. doi: 10.1007/s10780-021-09447-z. DOI: https://doi.org/10.1007/s10780-021-09447-z
Saroyan A, Amundsen C, editors. Rethinking teaching in higher education: From a course design workshop to a faculty development framework. Taylor & Francis; 2023 Jul. doi: 10.4324/9781003446859-2. DOI: https://doi.org/10.4324/9781003446859
Purba R, Herman H, Purba A, Hutauruk AF, Silalahi DE, Julyanthry J et al. Improving Teachers'competence Through The Implementation Of The 21st Century Competencies In A Post-Covid-19 Pandemic. Jurnal Masyarakat Mandiri. 2022 Apr; 6(2): 1486-97. doi: 10.31764/jmm.v6i2.7340. DOI: https://doi.org/10.31764/jmm.v6i2.7340
Istiyono E, Kartowagiran B, Retnawati H, Cahyo Adi Kistoro H, Putranta H. Effective Teachers' Personality in Strengthening Character Education. International Journal of Evaluation and Research in Education. 2021 Jun; 10(2): 512-21. doi: 10.11591/ijere.v10i2.21629. DOI: https://doi.org/10.11591/ijere.v10i2.21629
Savul S, Ikram A, Khan MA, Khan MA. Evaluation of infection prevention and control training workshops using kirkpatrick's model. International Journal of Infectious Diseases. 2021 Nov; 112: 76-80. doi: 10.1016/j.ijid.2021.09.005. DOI: https://doi.org/10.1016/j.ijid.2021.09.005
Olsen K and Tylén K. On the social nature of abstraction: cognitive implications of interaction and diversity. Philosophical Transactions of the Royal Society B. 2023 Feb; 378(1870): 20210361. doi: 10.1098/rstb.2021.0361. DOI: https://doi.org/10.1098/rstb.2021.0361
Goode C. An excellent adventure: Investigating the stories of Tertiary Teaching Excellence awardees [Doctoral Thesis]. Dunedin, New Zealand: Otago Polytechnic; 2021.
Billett S. Transfer, learning, and innovation: Perspectives informed by occupational practices. Transfer of learning: Progressive perspectives for mathematics education and related fields. 2021 Apr: 315-34. doi: 10.1007/978-3-030-65632-4_14. DOI: https://doi.org/10.1007/978-3-030-65632-4_14
Okunlola JO. Learning transfer in the workplace: an insight into the missing link in the education and training of employees. Studies in Learning and Teaching. 2023 Aug; 4(2): 349-54. doi: 10.46627/silet.v4i2.241. DOI: https://doi.org/10.46627/silet.v4i2.241
Power BT, Kiezebrink K, Allan JL, Campbell MK. Development of a behaviour change workplace-based intervention to improve nurses' eating and physical activity. Pilot and feasibility studies. 2021 Dec; 7: 1-4. doi: 10.1186/s40814-021-00789-0. DOI: https://doi.org/10.1186/s40814-021-00789-0
Gellman MD, editor. Encyclopedia of behavioral medicine. Cham: Springer International Publishing; 2020 Oct: 223–226. doi: 10.1007/978-3-030-39903-0_1660. DOI: https://doi.org/10.1007/978-3-030-39903-0_1660
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pakistan Journal of Health Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an open-access journal and all the published articles / items are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. For comments
