Needs assessment for developing teaching competencies of medical educators.
10.3946/kjme.2015.27.3.177
- Author:
Jihyun SI
1
Author Information
1. Department of Medical Humanities, Dong-A University College of Medicine, Busan, Korea. jennyhan0306@gmail.com
- Publication Type:Original Article ; Research Support, Non-U.S. Gov't
- Keywords:
Teaching competencies;
Needs assessment;
Faculty development;
Medical education
- MeSH:
*Education, Medical;
Faculty, Medical/*standards;
Female;
Humans;
*Needs Assessment/standards;
*Professional Competence;
Republic of Korea;
Schools, Medical;
Surveys and Questionnaires;
Teaching/*standards;
Universities
- From:Korean Journal of Medical Education
2015;27(3):177-186
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups. METHODS: Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants' perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores. RESULTS: The most urgent needs for faculty development were identified for the teaching competencies of "diagnosis and reflection," followed by "test and feedback," and "facilitation." Additionally, two, out of 51, items with the highest needs assessment scores were "developing a thorough course syllabus" and "introducing students to the course syllabus on the first day of class." The assistant professor group scored significantly higher on educational needs related to "facilitation," "affection and concern for students," and "respect for diversity" competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except "diagnosis and reflection," "global mindset," and "instructional management" were higher for the assistant professor group than the other two faculty groups. CONCLUSION: Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.
