Contributions to the literature
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Health Professions Education faculty development research primarily represents face-to-face, institution-based initiatives situated in middle and high-income countries. The same is true for online faculty development. This influences the generalisabilty of evidence for low- and middle-income countries.
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Our study utilises an innovative approach to addressing this issue with a rapid realist review that uses Conjecture Mapping as the basis for, and output of the research. This innovation demonstrates the possibilities of combining the theoretical output of a review with the practical application of education design research.
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The findings in this study highlight the importance of local, contextually relevant, theoretically sound research.
Introduction
Objectives of the review
Methods
Rapid realist review
Conjecture mapping
Search string
Selection of the literature
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Publication between 1 January 2010 and 1 August 2020
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Full-text articles, commentaries and editorials published in peer-reviewed journals.
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Research reporting on online faculty development initiatives in HPE/medical education.
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Research conducted in low- and middle-income countries focused on online HPE faculty development.
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Faculty development initiatives delivered using a fully or partially online platform
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Studies presenting research on undergraduate student participants.
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Faculty development initiatives that do not include an online component.
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Reviews and other non-primary research
Search results
Data extraction
Analysis and synthesis process
Main findings
Context, mechanism and outcome
Code | Title | Country | Context | Mechanism (Resource) | Mechanism (Reasoning/Why) | Outcome |
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1 | Ahmed (2013) Tailoring online faculty development programmes: overcoming faculty resistance Reference: [23] | Egypt | Invited Expert Ophthalmology & Vascular surgery clinician and faculty facilitators and participants | Participant selects learning needs via email invitation, custom designed online course, Assignments and expert-led discussions, f2f workshop | External expert involvement and self-directed learning improved participation and satisfaction, decreased resistance | Increased participation, Participant satisfaction |
2 | Anshu, Sharma, Burdick & Singh (2010) Group Dynamics and Social Interaction in a South Asian Online Learning Forum for Faculty Development of Medical Teachers Reference: [24] | India | Fellows & Fellow-moderators in HPE fellowship programme and facilitators for programme | Email listServe discussion on topic selected by participants and facilitated by near-peers with faculty mentoring of the moderators | community of inquiry (Social Presence) supported by involvement of moderators supports learner-centred design and modification of curriculum activities | High level of social presence supporting cognitive and teacher presence for promoting ongoing discussion to engage with topic |
3 | Dongre, Chacko, Banu, Bhandary, Sahasrubudhe, Philip & Deshmukh (2010) Online Capacity-Building Program on “Analysis of Data” for Medical Educators in the South Asia Region: A Qualitative Exploration of our Experience Reference: [25] | India, Nepal, Malaysia | Fellows & Fellow-moderators in HPE fellowship programme and facilitators for programme | Email listServe discussion on research methods to support Fellows in conducting HPE innovation research | Adult learning principles that supports a flexible, reactive learning environment. | Discussion provided support in study design, implementation and analysis plans and production of technically robust research work. Email discussion highlighted learning needs and helped shape the learning outcomes for the group. |
4 | Frantz, Bezuidenhout, Burch, Mthembu, Rowe, Tan, Van Wyk & Van Heerden (2015) The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study Reference: [26] | South Africa | Fellows in HPE fellowship programme and HPE expert facilitators for programme | 2 year blended fellowship programme. 3 f2f sessions with workshops on scholarship, project management, teaching and leadership. Online/distance learning sessions | A broad, context-sensitive knowledge of HPE as well as excellent teaching and research skills to run such programmes facilitates the outcomes identified meeting Kirkpatrick Model of evaluation levels | (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) use of tools and strategies for project management and/or advancement, and (5) capacity development |
5 | Ladhani, Chatwal, Vyas, Iqbal, Tan & Diserens (2011) Online role-playing for faculty development Reference: [27] | Pakistan India Malaysia USA | Fellows & Fellow-moderators in HPE fellowship programme and facilitators for programme | Role-playing scenario sent via email listServe focused on CBME as theoretical topic. Participants required to use available materials on the topic to respond to a fictitious Dean's letter as various stakeholders | Adult learning and online role-playing: Encouraged distributed participation among a diverse population, keeping participation and interest high due to the role-playing approach used | The discussion helped to clarify concepts related to CBME, and generated many themes; 10 models of CBME from various countries. The active participation and high level of engagement had an impact on subsequent online discussions on the list server. role-playing was picked up and used in the virtual session discussions by the fellows in one of FAIMER’s four regional institutes. This re-use of the learning strategy by other fellows (health professions faculty members) is probably the best evidence that this group finds role-playing to be effective and 6enjoyable for the participants |
6 | Naeem & Khan (2019) Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education Reference: [28] | Pakistan | Masters (HPE) students and internal/external teaching faculty | Blended MHPE programme using both f2f and online activities | Constructivist and collaborative learning approach used. Community of inquiry used to analyse. Issues identified, where learner presence was negatively influenced by issues related to self-regulation and as a result of previous experience as spoon-fed learners. Infrastructure and internet access negatively influenced student experience and participation | Students struggled to develop autonomy, were overloaded on a cognitive level and required facilitators to actively manage group dynamics with a group who struggled with time management as a result of work-requirements. Lack of support from institution also negatively influenced student participation and success of the programme. |
7 | Thakurdesai, Ghosh, Menon, Sahoo, Tripathi, Harshe & Andrade (2018) Electronic journal clubs for capacity building: A case study in psychiatry as a model for medical disciplines in developing countries Reference: [29] | India | Psychiatrists (post-graduate students, recent graduates, academic faculty and clinicians) | Electronic journal club for discussion of articles, training on manuscript review and scholarly analysis and writing | Can be replicated in other developing countries for more efficient manpower development and capacity building in academic medicine. The availability of active, committed, competent, and experienced facilitators is needed | Improved analytical and as well as writing skills. Opportunities for participation in research projects. Publications. Collectively seen as improved scholarship skills |
8 | Woods, Attwell, Ross, Theron (2012) Text messages a learning tool for midwives Reference: [30] | South Africa | Midwives in clinical practice supported by Perinatal education programme staff | Short essential learning text messages with links to coursework sent to participants | Cost-effective and relevant clinical-content of messages was useful to those in both private and public sector, urban and rural setting | Participant enjoyment, improved their clinical practice, regular sharing and discussions about the messages with colleagues. Cost-effective learning opportunities, which can contribute to student teaching in clinical setting |
Context
Mechanism
Outcome
Thematic outcomes
Conjecture mapping
Community of Inquiry | Conjecture Map | Theme | CMO |
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Cognitive Presence | Embodiment | Geographical | Context |
Teacher Presence | Embodiment | Programme type | Context |
Teacher Presence | Embodiment | Facilitator | Context |
Social Presence | Embodiment | Participant | Context |
Cognitive, Social & Teacher Presence | Embodiment & Mediating Processes | Discussion | Mechanism |
Social & Cognitive Presence | Embodiment & Mediating Processes | Collaboration | Mechanism |
Cognitive & Teacher Presence | Embodiment & Mediating Processes | Self-directed learning | Mechanism |
Teacher Presence | Embodiment & Mediating Processes | Content delivery | Mechanism |
Cognitive & Teacher Presence | Embodiment & Mediating Processes | Evidence of competence | Mechanism |
Social & Teacher Presence | Embodiment & Outcome | Engagement | Outcome |
Cognitive Presence | Outcome | Development | Outcome |
Cognitive, Social & Teacher Presence | Embodiment & Outcome | Design | Outcome |
Teacher Presence | Embodiment | Facilitator Qualities | Outcome |
Discussion
Article | Context | Mechanism | Outcome | |||
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Geographical consideration | Programme type | Discussion | Collaboration | Engagement | Development | |
Ahmed (2013) Tailoring online faculty development programmes: overcoming faculty resistance | √ | √ | √ | √ | √ | √ |
Anshu, Sharma, Burdick & Singh (2010) Group Dynamics and Social Interaction in a South Asian Online Learning Forum for Faculty Development of Medical Teachers | √ | √ | √ | √ | √ | √ |
Dongre, Chacko, Banu, Bhandary, Sahasrubudhe, Philip & Deshmukh (2010) Online Capacity-Building Program on "Analysis of Data" for Medical Educators in the South Asia Region: A Qualitative Exploration of our Experience | √ | √ | √ | √ | √ | √ |
Frantz, Bezuidenhout, Burch, Mthembu, Rowe, Tan, Van Wyk & Van Heerden (2015) The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study | √ | √ | √ | √ | √ | √ |
Ladhani, Chhatwal, Vyas, Iqbal, Tan & Diserens (2011) Online role-playing for faculty development | √ | √ | √ | √ | √ | √ |
Naeem & Khan (2019) Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education | √ | √ | √ | √ | – | – |
Thakurdesai, Ghosh, Menon, Sahoo, Tripathi, Harshe & Andrade (2018) Electronic journal clubs for capacity building: A case study in psychiatry as a model for medical disciplines in developing countries | √ | √ | √ | √ | √ | √ |
Woods, Attwell, Ross, Theron (2012) Text messages a learning tool for midwives | √ | √ | – | – | √ | √ |