Volume 14, Issue 3 (Autumn 2019)
jmed 2019, 14(3): 208-197 |
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Keshmiri F. Faculty Development course based on Project-based Approach: A Strategy for Implementing Educational Scholarship in Universities of Medical Sciences. jmed 2019; 14 (3) :208-197
URL: http://jmed.ssu.ac.ir/article-1-1075-en.html
URL: http://jmed.ssu.ac.ir/article-1-1075-en.html
Assistant Professor, Medical Education Department, Educational Development Center, Shahid Sadoghi University of Medical Sciences, Yazd, Iran
Abstract: (3585 Views)
Introduction: The present study aimed to develop an empowerment course based on project-based learning to enhance scholar skills of faculty members.
Methods: The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. Scholar competencies were developed through modified Delphi technique. The faculty development program finalized based on project-based learning approach by consensus of the participants.
Result: In the present study, 13 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking.
Conclusion: The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems.
Keywords: Project-based learning, Faculty development, Scholarship education, teaching, learning.
Methods: The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. Scholar competencies were developed through modified Delphi technique. The faculty development program finalized based on project-based learning approach by consensus of the participants.
Result: In the present study, 13 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking.
Conclusion: The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems.
Keywords: Project-based learning, Faculty development, Scholarship education, teaching, learning.
Type of Study: Research |
Subject:
Medical Education
Received: 2019/11/2 | Accepted: 2019/12/17 | Published: 2019/12/17
Received: 2019/11/2 | Accepted: 2019/12/17 | Published: 2019/12/17
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