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Original Research Paper

Analysis of the retrospective self-assessment questionnaire of a faculty development programme

Authors:

M. Revathi ,

Meenakshi Medical College Hospital and Research Institute, Enathur, Kanchipuram, IN
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Department of Physiology
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B. Vijayalakshmi,

ESIC Medical College, KK Nagar, Chennai, IN
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Department of Physiology
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Navin Rajaratnam,

Meenakshi Medical College Hospital and Research Institute, Enathur, Kanchipuram, IN
About Navin
Department of Physiology
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M. Chandrasekar

Meenakshi Medical College Hospital and Research Institute, Enathur, Kanchipuram, IN
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Department of Physiology
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Abstract

Introduction: Faculty development programmes (FDP) provide an integral training opportunity to learn the art of teaching, learning and assessment. The effectiveness of a medical education workshop is frequently assessed by retrospective pre- evaluation self-assessment questionnaires. The objective of this study was to analyse the importance and skills perceived by the participants on various competencies gained as during the FDPs by retrospective pre-evaluation self-assessment rating questionnaire.

 

Methodology: In-house faculty (n=62), from various clinical and nonclinical departments participated in the faculty development programme which was conducted Medical Education Unit, Meenakshi Medical College Hospital and Research Institute. At the end of the three days workshop, a retrospective pre- questionnaire was used for self-rating of the individual session. The importance of the workshop and the skills learnt in relation to various competencies were self-rated by the individual participants.

 

Results: At the end of the workshop, 94% of the participants self-rated the topics; ‘Microteaching’, ‘Skills of giving effective feedback’, ‘Objective Structured Clinical Examination/Objective structured Practical Examination’ and ‘Question paper setting’ as very important. 58.8% of participants self-rated ‘Taxonomy’ as less important. Among the skills acquired during the program 76% of participants rated ‘Microteaching’, ‘Appropriate use of Media in Medical Education’, ‘OSCE’ and ‘Teaching Learning methods’ as the topics through which they learnt the skills which were significant statistically.

 

Conclusions: The participants recognized their existing teaching skills and how these workshops can effectively mould them into good teachers. Retrospective pre/post ratings may provide a more sensitive and more valid measure of the effects of faculty development programmes on the individuals.
How to Cite: Revathi, M., Vijayalakshmi, B., Rajaratnam, N. and Chandrasekar, M., 2015. Analysis of the retrospective self-assessment questionnaire of a faculty development programme. South-East Asian Journal of Medical Education, 9(2), pp.9–14. DOI: http://doi.org/10.4038/seajme.v9i2.77
Published on 28 Dec 2015.
Peer Reviewed

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