Faculty development for educators: A realist evaluation

Sorinola, OO; Thistlethwaite, J; Davies, D; Peile, E

Faculty development for educators: A realist evaluation

Sorinola, OO Thistlethwaite, J

Davies, D Peile, E

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Publication Type:: Journal Article
Citation:: Advances in Health Sciences Education, 2014, 20 (2), pp. 385 - 401
Issue Date:: 2014-08-04

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Field	Value	Language
dc.contributor.author	Sorinola, OO	en_US
dc.contributor.author	Thistlethwaite, J https://orcid.org/0000-0001-8122-4679	en_US
dc.contributor.author	Davies, D	en_US
dc.contributor.author	Peile, E	en_US
dc.date.available	2014-07-22	en_US
dc.date.issued	2014-08-04	en_US
dc.identifier.citation	Advances in Health Sciences Education, 2014, 20 (2), pp. 385 - 401	en_US
dc.identifier.issn	1382-4996	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122085
dc.description.abstract	© Springer Science+Business Media Dordrecht 2014. The effectiveness of faculty development (FD) activities for educators in UK medical schools remains underexplored. This study used a realist approach to evaluate FD and to test the hypothesis that motivation, engagement and perception are key mechanisms of effective FD activities. The authors observed and interviewed 33 course participants at one UK medical school in 2012. An observed engagement scale scored participants’ engagement while interviews explored motivation for attendance, engagement during the course and perception of relevance/usefulness. Six months later, using the realist framework, 12 interviews explored impact on learning outcomes/behavioural changes, the mechanisms that led to the changes and the context that facilitated those mechanisms. The authors derived bi-axial constructs for motivation, engagement and perception from two data-sources. The predominant motivation was individualistic rather than altruistic with no difference between external and internal motives. Realist evaluation showed engagement to be the key mechanism influencing learning; the contextual factor was participatory learning during the course. Six months later, engagement remained the key mechanism influencing learning/behavioural changes; the context was reflective practice. The main outcome reported was increased confidence in teaching and empowerment to utilise previously unrecognised teaching opportunities. Individual motivation drives FD participation; however engagement is the key causal mechanism underpinning learning as it induces deeper learning with different facilitating contexts at various time points. The metrics of motivation, engagement and perception, combined with the realist framework offers FD developers the potential to understand ‘what works for whom, in what context and why’.	en_US
dc.relation.ispartof	Advances in Health Sciences Education	en_US
dc.relation.isbasedon	10.1007/s10459-014-9534-4	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Program Evaluation	en_US
dc.subject.mesh	Motivation	en_US
dc.subject.mesh	Learning	en_US
dc.subject.mesh	Perception	en_US
dc.subject.mesh	Faculty, Medical	en_US
dc.subject.mesh	Staff Development	en_US
dc.subject.mesh	Female	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Interviews as Topic	en_US
dc.subject.mesh	United Kingdom	en_US
dc.title	Faculty development for educators: A realist evaluation	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	20	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	20	en_US

Abstract:

© Springer Science+Business Media Dordrecht 2014. The effectiveness of faculty development (FD) activities for educators in UK medical schools remains underexplored. This study used a realist approach to evaluate FD and to test the hypothesis that motivation, engagement and perception are key mechanisms of effective FD activities. The authors observed and interviewed 33 course participants at one UK medical school in 2012. An observed engagement scale scored participants’ engagement while interviews explored motivation for attendance, engagement during the course and perception of relevance/usefulness. Six months later, using the realist framework, 12 interviews explored impact on learning outcomes/behavioural changes, the mechanisms that led to the changes and the context that facilitated those mechanisms. The authors derived bi-axial constructs for motivation, engagement and perception from two data-sources. The predominant motivation was individualistic rather than altruistic with no difference between external and internal motives. Realist evaluation showed engagement to be the key mechanism influencing learning; the contextual factor was participatory learning during the course. Six months later, engagement remained the key mechanism influencing learning/behavioural changes; the context was reflective practice. The main outcome reported was increased confidence in teaching and empowerment to utilise previously unrecognised teaching opportunities. Individual motivation drives FD participation; however engagement is the key causal mechanism underpinning learning as it induces deeper learning with different facilitating contexts at various time points. The metrics of motivation, engagement and perception, combined with the realist framework offers FD developers the potential to understand ‘what works for whom, in what context and why’.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/122085