| SHORT COMMUNICATION |
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| Year : 2021 | Volume
: 16
| Issue : 2 | Page : 422-423 |
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Assessment of the medical education-related faculty development programs: When? How? and by Whom?
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2
1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sa thya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jdmimsu.jdmimsu_15_19
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The field of medical education and patient care is quite complex and demanding for both teachers as well as the students. It is no surprise that a teacher has to be supported and trained to efficiently discharge their roles. It is of utmost importance that the faculty members should be exposed to the medical education-related faculty development programs (FDPs). However, the issue that needs to be looked in depth is the quality of these FDPs and the extent to which these programs have brought about a difference in the daily habits of the medical teachers. The ideal approach of evaluation of the FDP will be to employ the Kirkpatrick model of evaluation and then derive a conclusion based on the results obtained. In conclusion, it is not only essential to organize, but even evaluate the medical education-related faculty development programs. The process of evaluation of FDPs is indispensable as it will aid in not only improving the effectiveness of the programs, but will also play an important part in improving the skills of medical teachers.
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