The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study

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dc.contributor.authorFrantz, Jose M.
dc.contributor.authorBezuidenhout, Juanita
dc.contributor.authorBurch, Vanessa
dc.contributor.authorMthembu, Sindi
dc.contributor.authorRowe, Michael
dc.contributor.authorTan, Christina
dc.contributor.authorVan Wyk, Jacqueline
dc.contributor.authorVan Heerden, Ben
dc.date.accessioned2017-05-30T07:32:33Z
dc.date.available2017-05-30T07:32:33Z
dc.date.issued2015-02-19
dc.description.abstractBACKGROUND: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. METHODS: A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows’ descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick’s evaluation framework. RESULTS: Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. CONCLUSION: The SAFRI programme has a positive developmental impact on both participants and their respective institutions.en_US
dc.description.accreditationDepartment of HE and Training approved list
dc.description.sponsorshipNational Research Foundationen_US
dc.identifier.citationFrantz, J.M. et al. (2015). The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study. BMC Medical Education, 15 (28): 1-15en_US
dc.identifier.issn1472-6920
dc.identifier.urihttp://hdl.handle.net/10566/2889
dc.language.isoenen_US
dc.publisherBioMed Central -The Open Access Publisheren_US
dc.rightsCopyright Authors. Published articles are Licensed under a Creative Commons Attribution License.
dc.source.urihttp://dx.doi.org/10.1186/s12909-015-0320-7
dc.subjectFaculty developmenten_US
dc.subjectKirkpatrick frameworken_US
dc.subjectEvaluationen_US
dc.titleThe impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival studyen_US
dc.typeArticleen_US

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