Abstract
Background: Five-day medical education workshops have been conducted in the Pacific since 2015 to support clinical
teaching and supervision. We pondered: How do Pacific clinicians translate knowledge and skills gained to their
educational practice and what support do they need in their remote low-resource settings? Current medical education
faculty development literature recommends qualitative research on ‘How’ medical education workshops lead to changes
in educational practice. Fiji provided a unique low-resource setting, where faculty development is emerging, to
investigate this phenomenon.
Aim: A social constructivist based qualitative case study was conducted to explore how Fijian clinicians translate
knowledge and skills gained in a medical education workshop to their educational practice.
Methods: Data were collected from nine clinicians through reflective journals, interviews, lesson plans and videos of
teaching over four months. Interviews were transcribed verbatim and all data were thematically analysed utilising Braun
and Clarke’s framework.
Results: Six themes represented the clinicians’ educational change journey: 1) Perception of the workshop; 2) Evolving
teaching philosophy; 3) Changing practice; 4) Teachers’ perception of responses from the students; 5) Inhibitors to
change; and 6) Enablers of change.
Discussion: A model of educational change was developed which guided a series of recommendations for faculty
development in low-resource settings. Background cultural organisational influences, the experiences of the clinical
teacher and enablers and barriers to change need to be considered to foster changes in educational practice and ensure
faculty development is relevant. Furthermore, clinical educators require support through mentoring, feedback and
collaboration to facilitate sustainable educational change.
Conclusions:
Faculty development for educational change is complex and requires consultation, support, reflection and feedback to
meet the individual and contextual needs of the institution. Workshops begin the educational change journey, but a
question remains: How can we better collaborate to support medical education development in remote low-resource
settings?
teaching and supervision. We pondered: How do Pacific clinicians translate knowledge and skills gained to their
educational practice and what support do they need in their remote low-resource settings? Current medical education
faculty development literature recommends qualitative research on ‘How’ medical education workshops lead to changes
in educational practice. Fiji provided a unique low-resource setting, where faculty development is emerging, to
investigate this phenomenon.
Aim: A social constructivist based qualitative case study was conducted to explore how Fijian clinicians translate
knowledge and skills gained in a medical education workshop to their educational practice.
Methods: Data were collected from nine clinicians through reflective journals, interviews, lesson plans and videos of
teaching over four months. Interviews were transcribed verbatim and all data were thematically analysed utilising Braun
and Clarke’s framework.
Results: Six themes represented the clinicians’ educational change journey: 1) Perception of the workshop; 2) Evolving
teaching philosophy; 3) Changing practice; 4) Teachers’ perception of responses from the students; 5) Inhibitors to
change; and 6) Enablers of change.
Discussion: A model of educational change was developed which guided a series of recommendations for faculty
development in low-resource settings. Background cultural organisational influences, the experiences of the clinical
teacher and enablers and barriers to change need to be considered to foster changes in educational practice and ensure
faculty development is relevant. Furthermore, clinical educators require support through mentoring, feedback and
collaboration to facilitate sustainable educational change.
Conclusions:
Faculty development for educational change is complex and requires consultation, support, reflection and feedback to
meet the individual and contextual needs of the institution. Workshops begin the educational change journey, but a
question remains: How can we better collaborate to support medical education development in remote low-resource
settings?
| Original language | English |
|---|---|
| Pages | 134 |
| Publication status | Published - 8 Jul 2021 |
| Event | ANZAHPE Festival 2021: moving forward in Ambiguity - , Virtual Duration: 6 Jul 2021 → 14 Jul 2021 https://eventstudio.eventsair.com/anzahpe-2021/ |
Conference
| Conference | ANZAHPE Festival 2021 |
|---|---|
| Country/Territory | Virtual |
| Period | 6/07/21 → 14/07/21 |
| Internet address |