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Year : 2016  |  Volume : 21  |  Issue : 1  |  Page : 11

The expected results of faculty development programs in medical professionalism from the viewpoint of medical education experts

Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

Correspondence Address:
Alireza Yousefi
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/1735-1995.177370

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Background: Despite the great emphasis on teaching professionalism in universities, creating changes in one's professional behavior is a serious challenge in medical education. In this regard, one cannot ignore the role of faculty members. The present study was set to investigate the opinions of medical education experts about the expected results of faculty development programs regarding teaching and learning professionalism. Materials and Methods: The study was carried out in two phases including content analysis study and Delphi. In the first phase, 10 medical education experts participated in the study. Data gathering was carried out using semi-structured interviews. Codes were analyzed using classic content analysis method. In the second phase, a six-member focus group and Delphi with 23 experts from across the country participated, and themes from the previous phase were confirmed and finalized. Results: Analysis of the content of the interviews in the first phase and discussing in the focus group and Delphi showed two main themes: 1) direct results and 2) indirect results with six subthemes. Direct results included three subthemes of creating role model faculty members, scientific improvement, improving professionalism, and inspiring the students; indirect results included three subthemes of change in educational environment of the university, change in the university system, and effects on the society's culture. Conclusion: Faculty development in professionalism can contribute to university faculty members to become better role models and inspire their students, peers, and even the society. Therefore, improving professional behavior in university faculty members can have direct and indirect effects on improving the society due to their crucial role.

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