Nighat Nadeem, Rahila Yasmin.
Faculty Development Practices in Medical Colleges of Lahore, Pakistan.
Pak J Med Health Sci Jan ;12(1):66-72.

Background: Faculty has to undertake various roles, being an important aspect of medical education they need to be developed for the varied faculty activities. Aim: To identify the faculty development practices conducted in the medical colleges of Lahore. Methods: February to July, 2016 a quantitative, cross sectional study was carried out on the participating (n=17) medical colleges of Lahore. Minor modifications were made in the questionnaire which was adapted from two questionnaires, thereby pilot tested and distributed to the institutions for their responses. Responses related to institution wide practices, assessment, teaching and course development, conduction of workshops, seminars or programs, as well as obstacles and challenges influencing faculty practices were collected and calculated as frequencies and percentages. Fischer Exact test was applied to determine the significance of differences (proportion of frequencies) for individual items, and rank order of institutions positive responses calculated as percentages. Results: There were 18 institutions of which 17 participated in the survey. There were 19 questions related to responses about institution wide, assessment and teaching practices for faculty development showed a low positive response (30-60%) by respondents for majority and few had over 80% response. Respondents for 13 questions related to conduction of workshops, seminars for faculty practices gave high positive responses (>80%). Course development related practices gave a 58-76% positive response. Obstacles and challenges influencing faculty development practices were being faced by most institutions giving a response of 50-65%. There was no significant difference between state and private college’s responses (p >.05). Conclusion: Faculty development practices were being conducted in medical institutions but lack proper structuring. Private institution in comparison to government were conducting relatively more faculty development practices but without overall significant difference.

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