Publication: Workplace based learning, a legitimate forum for faculty development
| dc.contributor.author | Yasmeen, Rahila | |
| dc.date.accessioned | 2025-11-16T07:35:28Z | |
| dc.date.available | 2025-11-16T07:35:28Z | |
| dc.date.issued | 2025-08 | |
| dc.description.abstract | Faculty development is an increasingly vital component of medical education, playing a critical role in fostering academic excellence. Although various faculty development approaches have been implemented, many are conducted outside the medical educator’s workplace context. A review of the literature reveals that such approaches rarely result in effective skill transfer to the workplace. This study aims to design, evaluate, and compare the impact of two faculty development approaches: a formal method (workshop) and a combined formal-informal method through a workplace-based faculty development (WBFD) model. The WBFD model is grounded in social learning theories and the cognitive apprenticeship model, focusing on medical faculty performance and the transfer of learning to the workplace, while identifying factors that facilitate or hinder this process. The research was conducted in three phases. Phase 1 involved a meta-synthesis of the literature to design WBFD version 1 (V1) and identify factors influencing learning transfer using the learning transfer system inventory. Phase 2 focused on content validation and feasibility testing of WBFD V1 by medical education experts and institutional stakeholders, leading to the development of WBFD version 2 (V2). Phase 3 employed a quasi-experimental design based on the Kirkpatrick model (reaction–learning–behavior), where junior faculty members were divided into two groups: one trained via workshops, and the other through WBFD V2. Training was conducted in the context of case-based learning (CBL) facilitation, with senior faculty serving as coaches. Performance was assessed using validated pre- and post-tests with a CBL facilitation rating scale,alongside post-training satisfaction surveys. Findings revealed that participants trained through WBFD V2 achieved significantly higher outcomes across all measured domains, particularly in group management, goal and role setting, and communication. A qualitative exploration of factors influencing learning transfer further enriched the study, resulting in a mixed-methods approach. Behavioural changes were reassessed two months post-training using the Mann-Whitney U test, which showed statistically significant improvements in five key domains of CBL facilitation skills. In conclusion, the WBFD V2 model, embedded within the cognitive apprenticeship framework, effectively enhances skill transfer among novice medical educators in the workplace. It provides a legitimate and impactful platform for learning and holds strong potential for adoption by medical education institutions both nationally and internationally | |
| dc.identifier.uri | https://erepo.usm.my/handle/123456789/23091 | |
| dc.language.iso | en | |
| dc.subject | - | |
| dc.title | Workplace based learning, a legitimate forum for faculty development | |
| dc.type | Resource Types::text::thesis::doctoral thesis | |
| dspace.entity.type | Publication | |
| oairecerif.author.affiliation | Universiti Sains Malaysia |