Korean J Med Educ.  2014 Jun;26(2):137-141. 10.3946/kjme.2014.26.2.137.

What do faculties need most in a faculty development program?

  • 1Faculty Development Committee, Konyang University College of Medicine, Daejeon, Korea. shua@konyang.ac.kr


This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.


Faculty development; Program; Needs assessment

MeSH Terms

Needs Assessment
Schools, Medical
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