Please use this identifier to cite or link to this item: http://cris.unibe.edu.do/handle/123456789/259
Title: Faculty development in basic science disciplines for clinical teachers: results of a cross-cultural workshop in the Dominican Republic
Autores: Wong, J. G.
Núñez Cuervo, Marcos A.
Peralta Saba, Elizabeth Dinorah
Researchers (UNIBE): Núñez Cuervo, Marcos A. 
Peralta Saba, Elizabeth Dinorah 
Affiliations: Facultad de Ciencias de la Salud 
Facultad de Ciencias de la Salud 
Research area: Ciencias Sociales; Ciencias de la Salud
Keywords: Basic science medical education; Faculty development; International medical education; Teaching and learning
Issue Date: 2020
Publisher: Springer
Source: Medical Science Educator, 30(3), 1195–1200
Journal: Medical Science Educator 
Volume: 30
Issue: 3
Start page: 1195
End page: 1200
Abstract: 
Background: Faculty development programs, studied both within the USA and internationally, have been shown to be helpful for enhancing scholarly and academic work for academic faculty in teaching institutions. This project investigates the impact of a well-studied faculty development program applied to basic science teachers in an academic medical center in the Dominican Republic.

Methods: A faculty cohort of physician educators in the Basic Sciences at Universidad Iberoamericana (UNIBE) School of Medicine in the Dominican Republic underwent training in the Stanford Faculty Development Center (SFDC) model of teaching through a sequence of seven workshops that were adapted for basic science content. A validated retrospective pre- and post-test instrument was used to measure study outcomes on specific teaching behaviors at the end of the workshops, at 3-month and at 12-month post-intervention. Thematic analysis of specific teaching techniques and barriers to their teaching were compiled.

Results: Fourteen faculty participants completed the study. All participants found the workshops valuable. Significant improvement in self-reported teaching abilities was seen comparing the mean pre-intervention scores of 106.21 (maximum score = 145, standard deviation [SD] = 12.70) with mean immediate post-intervention scores of 138.28 (SD = 6.12), the 3-month post-intervention scores of 129.79 (SD = 11.12) and the 1-year post-intervention scores of 131.86 (SD = 11.26). Several consistent themes were found among participants.

Conclusions: Faculty development for improving teaching of basic science concepts by clinicians can be performed across the cultures of the USA and the Dominican Republic.
URI: http://cris.unibe.edu.do/handle/123456789/259
DOI: 10.1007/s40670-020-00992-3
Appears in Collections:Publicaciones de la Facultad de Ciencias de la Salud

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