Exploring the Effectiveness of Faculty Development Program on Medical and Health Related Sciences Education


  • Suez Canal University, Medical Education Department, Faculty of Medicine, Egypt
  • Fakeeh College for Medical Sciences, Staff Development Unit, Jeddah, Saudi Arabia
  • Griffith University, Cities Research Institute, Australia


The professional development of faculty is progressively noticeable in both higher and health profession education. The monitoring of faculty development activities could enhance their effectiveness and contribute to the education quality. This study aimed to address a faculty development program regarding four active learning-based approaches and their impact on three undergraduate medical and health-related programs. Methods: Following the implementation of the faculty development program, it was evaluated based on the first three levels of Kirkpatrick’s Model. The program development was underpinned by the training needs assessment of the faculty. Results: The results of the evaluation using the Kirkpatrick model (reaction, learning, behaviour, and actions) were informative. The response rate by faculty was 100%. Overall, faculty satisfaction with their development activities (Kirkpatrick 1st level) was 91%. The results of the T-tests of the Faculty Development Programs (FDPs) were statistically significant (p<0.05). The gain and transfer of knowledge in the workplace were ensured. Discussion and Conclusion: This research provided valuable information regarding the impact of faculty development activities on the faculty from various perspectives. The current study endorses the faculty development program’s positive impact on the performance of the faculty, teaching effectiveness, and increased the increased student satisfaction about active learning-based teaching.


Active Learning, Faculty Development, Monitoring, Professional Development

Subject Discipline

Medical Education

Full Text:


Bond MA, Blevins SJ. Using faculty professional development to foster organizational change. A Social Learning Framework. 2020; 64:229-237. https://doi.org/10.1007/s11528-019-00459-2.

Dhanpat N, Geldenhuys M, De Braine R. Preliminary development of the higher education Hindrance. Demands Scale amongst academics in the South African context. SA Journal of Industrial Psychology. 2019; 45:1-12. https://doi.org/10.4102/sajip.v45i0.1595.

Ghazvini K, Mohammadi A, Jalili M. The impact of the faculty development workshop on educational research abilities of faculties in Mashhad University of Medical Sciences. Future of Medical Education Journal. 2014; 4:24-27.

Sinclair J, Aho AM. Experts on super innovators: understanding staff adoption of learning management systems. Higher Education Research and Development. 2018; 37:158-172. https://doi.org/10.1080/07294360.2017.1342609.

Haaranen A, Saarti J. Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes. Academic Conferences and Publishing International-ACPIL; 2020. https://doi.org/10.34190/EJEL.

Dhungana GP, Piryani RM, Chapagain ML, et al. Effectiveness of teacher training conducted at Chitwan. Medical College, Bharatpur, Nepal. Journal of Chitwan Medical College. 2015; 5:15. https://doi.org/10.3126/jcmc.v5i2.13147.

Jones M, Schuer KM, Ballard JA, et al. Outcomes of an immersive pilot faculty development program for inter-professional facilitation: A mixed methods study. Journal of Inter-professional Education. 2015; 1:83-89. https://doi.org/10.1016/j.xjep.2015.10.001.

Bendermacher GW, De Grave WS, Wolfhagen IH, et al. Shaping a culture for continuous quality improvement in undergraduate medical education. Academic Medicine. 2020; 95. https://doi.org/10.1097/ACM.0000000000003406. PMid: 32287081 PMCid:PMC7678663.

Cordero JM, Gil-Izquierdo M. The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling. 2018; 40:1313-1331. https://doi.org/10.1016/j.jpolmod.2018.04.003.

Brinkley-Etzkorn KE. Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education. 2018; 38:28-35. https://doi.org/10.1016/j.iheduc.2018.04.004.

Sarikaya O, Kalaca S, Ye?en BÇ, et al. The impact of a faculty development program: Evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines. Advances in Physiology Education. 2010; 34:35-40. https://doi.org/10.1152/advan.00024.2010. PMid 20522894.

Muammar OM, Alkathiri MS. What really matters to faculty members attending professional development programs in higher education. International Journal for Academic Development. 2021; 1-13. https://doi.org/10.1080/1360144X.2021.1897987.

Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update. BEME Guide No. 2016; 38:769786. https://doi.org/10.1080/0142159X.2016.1181851. PMid: 27420193.

Kamel AM. Role of faculty development programs in improving teaching and learning. Saudi Journal of Oral Sciences. 2016; 3:61. https://doi.org/10.4103/1658-6816.188073.

Almannie M. Barriers encountered in the transfer of educational training to workplace practice in Saudi Arabia. Journal of Education and Training Studies. 2015; 3:10-17. https://doi.org/10.11114/jets.v3i5.905.

Fabriz S, Hansen M, Heckmann C, et al. How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge. Higher Education Research and Development. 2021; 40:738-752. https://doi.org/10.1080/07294360.2020.1787957.

Guraya SY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: a systematic review and meta-analysis. Saudi Journal of Biological Sciences. 2019; 26:688-697. https://doi.org/10.1016/j.sjbs.2017.10.024. PMid: 31048993 PMCid: PMC6486500.

Zheng M, Bender D, Nadershahi N. Faculty professional development in emergent pedagogies for instructional innovation in dental education. European Journal of Dental Education. 2017; 21:67-78. https://doi.org/10.1111/eje.12180. PMid: 26663694.

Moriates C, Valencia V, Stamets S, et al. Using interactive learning modules to teach value-based health care to health professions trainees across the United States. Academic Medicine. 2019; 94:1332. https://doi.org/10.1097/ACM.0000000000002670. PMid:31460928 PMCid:PMC6727932.

Edwards RA, Venugopal S, Navedo D, et al. Addressing needs of diverse stakeholders: Twelve tips for leaders of health professions education programs. Medical Teacher. 2019; 41:17-23. https://doi.org/10.1080/0142159X.2017.1396307. PMid: 29141475.

Smidt A, Balandin S, Sigafoos J, et al. The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual and Developmental Disability. 2009; 34:266-274. https://doi.org/10.1080/13668250903093125. PMid: 19681007.


  • There are currently no refbacks.