Chong Yap Seng

A multi-institutional survey on faculty development needs, priorities and preferences in medical education in an Asian medical school.

Abstract Background: Faculty development in medical education is crucial for maintaining academic vitality. The authors conducted a needs assessment survey in Singapore to determine the educational needs and priorities of clinical faculty. Methods: This study implemented a questionnaire-based, anonymous, multi-institutional survey with stratified random sampling. Each question was anchored with two statements on a 9-point scale. Respondents were asked to determine their current knowledge and the knowledge they would need in future. Results: The response rate was 81.9%. Overall, the participants’ current knowledge was rated either “modest” (scale 4-6) or “substantial” (scale 7-9), irrespective of teaching experience. Participants reported higher knowledge in areas related to teaching and modest knowledge in educational concepts and assessment. They reported a need for higher knowledge in most areas to function well as a teacher. Conclusion: The need for faculty development is universal and independent of teaching experience in this group. Teaching faculty from the institutes studied understood the need for improved knowledge in pedagogical knowledge.

Direct Observation of Procedural Skills (DOPS)

Who can be a DOPS assessor? Assessors must be trained in assessment and feedback methodology. You must be able to competently perform the interaction including the procedure yourself. Assessors should be consultants, GPs, doctors in core or higher training (ST3 or above/SpR), or specialty doctors/staff grade or associate specialists. If possible, different assessors should be used for each encounter wherever possible.