Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: a longitudinal study

Med Teach. 2013 May;35(5):359-64. doi: 10.3109/0142159X.2013.769672. Epub 2013 Feb 27.

Abstract

Background: Teachers' belief in their ability to teach influences how much of the new knowledge and skills gained during faculty development (FD) programs are actually implemented at the workplace.

Aim: To study the effect of a longitudinal FD program on the self-efficacy beliefs (SEB) of teachers of health professions using quasi-experimental methodology.

Methods: The SEB of 70 teachers of health professions enrolling for a longitudinal FD program at three sites in India and one site in South Africa and an equal number of comparable controls were measured using the "teacher efficacy belief systems-self" (TEBS-self) scale. The scale was re-administered at 6 and 12 months to both the groups.

Results: Teachers enrolled in the program had lower scores than controls at the beginning of the program but demonstrated a significant increase at 6 months with an effect size of 0.56. The 12-month scores demonstrated a further rise in the participating teachers. The control group maintained the scores but did not show any significant change either at 6 or at 12 months.

Conclusion: Longitudinal FD program has positive effect on SEB of teachers.

MeSH terms

  • Faculty, Medical / organization & administration*
  • Faculty, Medical / standards
  • Feedback
  • Fellowships and Scholarships / organization & administration*
  • Female
  • Humans
  • Learning
  • Longitudinal Studies
  • Male
  • Motivation
  • Self Efficacy*
  • Staff Development / organization & administration*
  • Staff Development / standards
  • Teaching / methods*
  • Teaching / standards