Exploring Factors That Influence Clinical Teachers’ Translating Learning into Practice Following Faculty Development Program Using Self-Regulation Theory

Faculty development is an essential component of every medical education institution. Medical education faculty should be prepared to deal with rapid changes within healthcare settings, clinical practice and medical education. In the last decade there have been widespread curricular reforms in undergraduate and postgraduate medical education in both developed and developing countries requiring medical teachers or trainers to understand their changing roles and skills in medical education. In Taiwan, faculty development in medical education was also emphasized and introduced new concepts and models science 2008. The faculty programmes’ evaluation in Taiwan is also an important issue now. Despite the plethora of faculty development programmes in medical education establishments across the world, there is unfortunately very little evidence to suggest that good teaching produces better trainees. The reason for this could be multifaceted. Firstly, research investigating faculty development impact tends to focus at low-level learners’ reactions or self-reported data of their attitudes, knowledge and skills, rather than actual changes in their behavior or in the systems within which they work. Secondly, faculty development interventions frequently lack theoretical frameworks. Thirdly, faculty development often fails to establish “a direct link to teachers’ ongoing educational activities.” Fourthly, in addition to the ‘formal curriculum’ of faculty development, as with the undergraduate curriculum, there are often numerous ‘hidden curriculum’ issues that work against faculty’s full engagement with the programme. Finally, there is the issue around learners’ failure to develop due to a possible lack of self-regulatory attitudes and skills. It is these last three factors that we focus on in our research proposal. For example, in the recent 3 years, a series of new program: “student-centred and interactive teaching workshops” were introduced at the health organizations of CGMH in Taiwan. 312 participants were employed and the post workshops’ satisfaction rates are high (＞90%) but much lower implementation in their self-report questionnaires (59.3% to 79.19%). So the evaluating why faculty do not necessarily develop following faculty development programmes is obviously important There are multiple reasons why people do not fulfill their potential within faculty development. One such reason relates to individual differences in self-regulation. Self-regulated learning has been defined classically as: ‘self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals’. Drawing on self-regulation model, this study aims to explore the range of factors that impact on clinical educators’ ability to translate their learning into practice following faculty development programmes in Taiwan. The objectives of this 2-year research are to (1) explore, via qualitative narrative methods, the individual, interpersonal, organizational and cultural issues that impact upon clinical educators’ ability to translate their learning into practice following faculty development programmes; (2) to develop a theoretical model of these factors for use within the Taiwanese context; (3) from the new model, develop and validate a questionnaire to measure the relative impact of these aspects on clinical teachers’ in Taiwan; and (4) to implement the new questionnaire across a range of clinical educational contexts in Taiwan.

Project ID:PF10507-1965
External Project ID:MOST105-2511-S182-002-MY2