THE EFFECT OF PEDAGOGICAL TRAINING, IN A VIRTUAL TEACHING/LEARNING ENVIRONMENT: AN ANALYTIC FACULTY TRAINING REPORT

Abstract

Faculty development programs play a vital role in enhancing the quality of medical education. The Department of Faculty Development at CMH LMC & IOD focuses on training teachers to improve teaching methodologies, assessment tools, and faculty confidence. This study aims to evaluate the impact of training on faculty effectiveness in a virtual teaching/learning environment. A six-month certificate course on teaching, learning methodology, and assessment was conducted from February to July 2022. A total of 162 participants from different medical and dental colleges in Pakistan were enrolled. Pre- and post-course assessments were conducted using a questionnaire with both closed-ended and open-ended questions. Descriptive statistics were used for data analysis. The majority of participants were female (57.61%), and various faculty positions were represented. The participant’s performance in class teaching, learning, and presentation skills received a high level of satisfaction. Statistical analysis revealed a significant association between participants' ability to perform certain tasks in teaching, learning, and presentation skills and their responses to related questions. Open-ended questions provided insights into participants' personal problems as teachers, suggested solutions, and recommendations for improving the training program. The study highlights the importance of pedagogical training in improving teaching strategies and student engagement. It identifies the need for student-centered teaching approaches and the importance of addressing faculty and student concerns. Multi-departmental participation and practical training sessions were key success factors of the program. The certificate course was well-received by participants and achieved high scores on all assessed criteria. The findings support the effectiveness of the training program in enhancing pedagogical expertise among medical faculty.