A comprehensive "real need" assessment, a step toward improving the quality of faculty development programs: A survey-based study in Hormozgan University of Medical Sciences

Marziyeh Barzegar; Hamidreza Miri; Samirerh Abedini; Farahnaz Kamali; Elham Boushehri

doi:10.1002/hsr2.2097

A comprehensive "real need" assessment, a step toward improving the quality of faculty development programs: A survey-based study in Hormozgan University of Medical Sciences

Health Sci Rep. 2024 May 9;7(5):e2097. doi: 10.1002/hsr2.2097. eCollection 2024 May.

Authors

Marziyeh Barzegar¹, Hamidreza Miri², Samirerh Abedini³, Farahnaz Kamali³, Elham Boushehri³

Affiliations

¹ Clinical Educational Research Center, Department of Medical Education, School of Medicine Shiraz University of Medical Sciences Shiraz Iran.
² Education Development Center Hormozgan University of Medical Sciences Bandar Abbas Iran.
³ Department of Medical Education, School of Medicine Hormozgan University of Medical Sciences Bandar Abbas Iran.

Abstract

Background and aims: Developing a framework to identify the "real" needs of faculty members, the gap between the current and desired conditions, would lead to an effective faculty development program (FDP) and improve higher education quality and health system promotion. For the first time in Iran, instead of needs assessment based on faculty members preferences or assessing needs only in a few areas, this study aimed to assess the difference between "self-rated level of skill" as the current condition and "perceived importance" as the expected condition, regarding all faculty roles and levels at Hormozgan University of Medical Sciences (HUMS).

Methods: This study used a research-made questionnaire that included 73 items within nine domains. The content validity of the questionnaire was confirmed, and Cronbach's alpha coefficient ranged from 0.86 to 0.96 for domains. The census method was applied. Participants rated their current skill level and perceived importance for professional development of each item on a 10-anchor scale. Statistical software, SPSS 19, analyzed the data using descriptive statistics and analytic tests.

Results: Significant differences existed among participants' ratings of skills and the importance of further training in various areas. Priority professional development domains were e-learning, curriculum development, personal development, program evaluation, leadership and management, student assessment, learning theories and teaching strategies, research and scholarship, and ethics and communication.

Conclusion: Additional formal training is required, especially in e-learning and curriculum development, for most faculty members at HUMS to enhance their academic performance. This study is the first needs assessment in Iran based on gaps between current and desired conditions. Conducting a "real needs" assessment before initiating an FDP is necessary for its feasibility.

Keywords: educational need assessment; faculty development; need assessment; staff development.