The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study
Date
2015-02-19Author
Frantz, Jose M.
Bezuidenhout, Juanita
Burch, Vanessa
Mthembu, Sindi
Rowe, Michael
Tan, Christina
Van Wyk, Jacqueline
Van Heerden, Ben
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BACKGROUND:
In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development
programme aimed at enhancing the academic and research capacity of health professions
educators working in sub-Saharan Africa. This two-year programme, a combination of
residential and distance learning activities, focuses on developing the leadership, project
management and programme evaluation skills of participants as well as teaching the key
principles of health professions education-curriculum design, teaching and learning and
assessment. Participants also gain first-hand research experience by designing and conducting
an education innovation project in their home institutions. This study was conducted to
determine the perceptions of participants regarding the personal and professional impact of
the SAFRI programme.
METHODS:
A retrospective document review, which included data about fellows who completed the
programme between 2008 and 2011, was performed. Data included fellows’ descriptions of
their expectations, reflections on achievements and information shared on an online
discussion forum. Data were analysed using Kirkpatrick’s evaluation framework.
RESULTS:
Participants (n=61) came from 10 African countries and included a wide range of health
professions educators. Five key themes about the impact of the SAFRI programme were
identified: (1) belonging to a community of practice, (2) personal development, (3)
professional development, (4) capacity development, and (5) tools/strategies for project
management and/or advancement.
CONCLUSION:
The SAFRI programme has a positive developmental impact on both participants and their
respective institutions.