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ORIGINAL ARTICLE
Year : 2018  |  Volume : 8  |  Issue : 1  |  Page : 6-12

Long-term outcome evaluation of faculty development program for dental educators: A questionnaire survey


1 Department of Conservative Dentistry and Endodontics, Saveetha Dental College and Hospital, Chennai, Tamil Nadu, India
2 Department of Prosthodontia, Dental Education Unit, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India
3 Department of Conservative Dentistry and Endodontics, Dental Education Unit, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India

Correspondence Address:
Dr. Usha Sathyanarayanan
No 7, Karnan Street, Kennedy Garden, Karuvadikuppam, Samipillaithottam, Puducherry - 605 008
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jeed.jeed_10_18

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Purpose: Faculty development programs (FDP) are essential to equip teachers with the knowledge and skills required to fulfil their multiple roles. In India, dental educators undergo minimal training in teaching and related responsibilities. Long-term outcomes of such programs are not reported in any literature. This questionnaire survey was conducted to analyze the long-term outcome of a FDP, conducted for dental educators, at four levels of Kirkpatrick's model of evaluation. Methods: Beginning in 2013, dental educators in a health-professions university underwent FDP in two phases. The topics covered were toward the instructional development of the faculty, such as education as system, teaching-learning principles/methods/media, assessment and evaluation principles/methods, and curriculum process. Medical educators of the university conducted the first phase of the training over an 8-month period. Subsequently, the Dental Education Unit was formed, which then conducted the second phase of training for the newly recruited faculty over 4 months. The immediate outcome was assessed with feedback and a posttest. Long-term outcome, at the end of the 3rd year, was evaluated using an online questionnaire that was sent to 56 dental educators who were trained in both phases. Results: A response rate of 100% was obtained. About 94% of the faculty reported satisfaction toward the workshop and a positive attitudinal change; 85% of them reported knowledge/skill gain and changes in their teaching practices; 78% of the faculty perceived changes in educational policies of the institution; and 70% of them perceived an improvement in students' performance. Conclusion: This 3-year follow-up evaluation showed acceptable changes in the dental educators' teaching competence, the institution's educational policies, and in the students' performance, as perceived by the study participants, after the FDP.


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