PMID- 23575055
OWN - NLM
STAT- MEDLINE
DCOM- 20140609
LR  - 20191112
IS  - 1812-2078 (Electronic)
IS  - 1812-2027 (Linking)
VI  - 10
IP  - 40
DP  - 2012 Oct-Dec
TI  - Avenues for professional development: faculty perspectives from an Indian medical 
      school.
PG  - 60-5
AB  - BACKGROUND: Medical school faculty in India are challenged to balance teaching 
      and professional development. Melaka Manipal Medical College (MMMC), Manipal 
      Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of 
      Surgery (MBBS) program. The institution incorporates certain effective practices 
      based on adult learning principles which are aimed at fostering the professional 
      development of faculty members. OBJECTIVES: The present study was undertaken to 
      explore the perceptions of faculty members regarding the scope for professional 
      development at Melaka Manipal Medical College, Manipal Campus. METHODS: In 
      September 2009, a questionnaire comprising items (23) focusing on five adult 
      learning principles (active participation, relevant learning, constructive 
      feedback, safe, non-threatening environment and previous experiences) was 
      designed and faculty members (n=23) were asked to respond to it on a 5-point 
      Likert scale. Additionally, a force field analysis was conducted by asking the 
      faculty to identify three factors which facilitated them to consciously get 
      involved in professional development activities. They were also asked to identify 
      three unfavorable factors that hindered their professional development. RESULTS: 
      Among the five characteristics, relevant learning was found to have a high mean 
      score. Frequency analysis of responses revealed that at Melaka Manipal Medical 
      College, there was ample scope for relevant self-learning that fosters 
      professional development (91.3%). Force field response analysis revealed Melaka 
      Manipal Medical College offered considerable flexibility and opportunities for 
      continuing professional development along with faculty members' prevailing role 
      as teachers. Nevertheless, the need for more research facilities and funds was 
      highlighted. CONCLUSIONS: Adherence to adult learning principles may provide 
      avenues for professional development in medical schools. An organized attempt to 
      make the medical school faculty aware of the scope of these practices appears to 
      be necessary to nurture professional development in settings where there are 
      resource constraints.
FAU - Abraham, R R
AU  - Abraham RR
AD  - Department of Physiology, Melaka Manipal Medical College (Manipal Campus) Manipal 
      University, Manipal,Karnataka, India.
FAU - Pallath, V
AU  - Pallath V
FAU - Am, C
AU  - Am C
FAU - Ramnarayan, K
AU  - Ramnarayan K
FAU - Kamath, A
AU  - Kamath A
LA  - eng
PT  - Journal Article
PL  - Nepal
TA  - Kathmandu Univ Med J (KUMJ)
JT  - Kathmandu University medical journal (KUMJ)
JID - 101215359
SB  - IM
MH  - Curriculum
MH  - *Faculty, Medical
MH  - Feedback
MH  - Humans
MH  - India
MH  - Learning
MH  - Perception
MH  - *Schools, Medical
MH  - Staff Development/*organization & administration
EDAT- 2013/04/12 06:00
MHDA- 2014/06/10 06:00
CRDT- 2013/04/12 06:00
PHST- 2013/04/12 06:00 [entrez]
PHST- 2013/04/12 06:00 [pubmed]
PHST- 2014/06/10 06:00 [medline]
AID - 10.3126/kumj.v10i4.10997 [doi]
PST - ppublish
SO  - Kathmandu Univ Med J (KUMJ). 2012 Oct-Dec;10(40):60-5. doi: 
      10.3126/kumj.v10i4.10997.