Addressing the needs and priorities of medical teachers through a collaborative intensive faculty development programme

Faculty development in medical education is crucial for developing and sustaining quality education in medical schools. However, examples of successful intensive programmes based on experiential and collaborative learning are generally lacking in the literature. Tire Medical Education Unit of National University of Singapore conducted a three-day intensive programme on core competences in medical education. This paper highlights the process of programme development, programme structure, challenges faced and strategies adopted. It also describes the approach taken to educational programme evaluation along with the results. The programme structure was based on experiential and collaborative learning models. Participants contributed to all activities and emerged as facilitators and learners to gain first-hand experience of the complex educational processes. Each individual session was sequential with a brief plenary, demonstration, practicum and reflection. Pre-programme needs assessment showed that even the experienced teachers perceived a need to further improve their educational competencies. Post-programme evaluation demonstrated that participants perceived that they have achieved a higher level of competences through attending the programme. Quantitative and qualitative feedback from the participants was also very positive. The experience gained can be used for faculty development programmes by other medical schools with appropriate modifications to suit their local contexts.