Exploring Faculty Development Initiatives in Medical Education in resource-limited settings: Perspectives and Challenges

Exploring Faculty Development Initiatives in Medical Education in resource-limited settings: Perspectives and Challenges | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Faculty Development Initiatives in Medical Education in resource-limited settings: Perspectives and Challenges Arwa Ahmed, Alan Batt This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5677321/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 27 Oct, 2025 Read the published version in BMC Medical Education → Version 1 posted 4 You are reading this latest preprint version Abstract Background: Faculty Development Programs (FDPs) are an integral part of institutional priorities to support staff members in leveraging the skills necessary to deliver quality education and enhance the overall learning experience. Little is known about their impact in resource-limited settings. Therefore, the objective of this study was to evaluate the perception of medical and health faculties toward FDP by exploring staffs’ views on their performance, learning environment, and challenges that hinder the program’s implementation. Method: Data were collected through a survey of faculty members to assess participants’ perceptions of the CPD programs Result: There was a 77% response rate (n=103) to the survey from the targeted sample size of 134. . The majority of the staff members (90.3%, n = 93) perceive FDP activities as beneficial for enhancing their teaching abilities, while 70.9% (n = 73) see improvement in research practices, and 54.4% (n = 56) observe benefits to their clinical skills. Fewer respondents (46.6%, n = 48) reported improvements in their scientific publications. However, several challenges were identified with time constraints perceived as a major obstacle to effective program implementation. Conclusion: In a resource-limited setting, evaluating the program's effectiveness plays a pivotal role in improving its activities. Providing additional resources, enhancing institutional support, and improving accessibility to activities can strengthen the program’s success, ultimately benefiting both staff and students. Figures Figure 1 Figure 2 Figure 3 Introduction Health professions educators are expected to fulfill a variety of roles; they are not merely information providers; they also act as mentors, researchers, managers, administrators, evaluators, and facilitators ( 1 ). While physicians are typically well-prepared for their clinical responsibilities, few receive formal preparation for their teaching duties( 2 ). This is despite evidence that for faculty members to excel as educators, they require educational skills alongside their expertise in their respective disciplines ( 3 ). Faculty development (FD) refers to any planned activities that foster the faculty’s ability to excel in all aspects of their academic professions by improving knowledge and skills to achieve sustainable behavioral change ( 4 – 6 ). These activities are often provided in the form of seminars, workshops, short courses, on-site visits, fellowships, and other long-term programs( 7 ). In addition, faculty development programs (FDPs) exhibit considerable diversity across institutions, encompassing a range of both formal and informal contributions ( 8 ). Contemporary FDPs have evolved from focusing on traditional technical and professional competence within disciplines to now encompassing broader aspects such as faculty well-being, institutional quality of life, and personal and professional growth opportunities ( 9 ) The benefits of FDPs are numerous: they improve community-based education, problem-based learning, integration between basic and clinical sciences, student-centered education, comprehensive evaluation, and evidence-based medicine( 10 ). They support improved student performance ( 11 ), promote humanistic teaching and role modeling ( 12 ), and enhance faculty skills in curriculum support, teaching, assessment, organizational leadership, and mentoring( 13 ). Participating in FD activities results in increased staff satisfaction, confidence, and enhancements in teaching abilities among faculty members ( 7 , 14 , 15 ). However, several potential obstacles may hinder the implementation of FDPs, including limited financial investment ( 16 ), a shortage of training personnel( 17 ), and the lack of comprehensive program design ( 18 ). Barriers to participation in FDPs are often attributed to faculty misconceptions that underestimate the importance of a program or its potential benefits, the belief that clinical skills are more valuable than teaching skills ( 19 ), as well as the majority of teachers are unsure about dedicating time to their teaching excellence ( 20 ). Moreover, a lack of accountability, direction, and feedback from the institute's leadership about teaching performance, and organizational and logistical issues, such as the relevance and applicability of topics to practice, the quality of presenters, advertisement methods (e.g., lack of engaging titles and descriptions), event location and timing were significant barriers to participation in the activities ( 21 ). According to The Accreditation Council for Graduate Medical Education (ACGME), program evaluation is defined as the “ Systematic collection and analysis of information related to the design, implementation, and outcomes of a graduate medical education program for monitoring and improving the quality and effectiveness of the program ( 22 )”.The purpose of program evaluation is to judge the value or worth of educational programs ( 23 ), with a primary focus on change that has occurred and its impact not only on the learners but also on the teachers, administrators, and stakeholders ( 24 ). In addition, evaluation aims to generate reliable and valid data, which aids curriculum developers in modifying their programs to suit the evolving context and assists researchers in medical education in producing knowledge that can ‘inform the efforts of others’( 25 ). Despite the availability of program evaluation models, literature exploring FDP evaluation is scarce. This can be attributed to the innovative nature and unpredictable outcomes of FDPs, which are often difficult to measure using the available models( 26 ). This is underpinned by complexity, which emphasizes the uncertainty and ambiguity of FDPs( 27 ). Identifying these uncertainties has been a target of researchers by studying the factors that shape the program, such as characteristics of the program’s participants, the influence of stakeholders, evolving knowledge in the field, and patterns in professional practice. In addition, examining the relationship between the program’s elements by considering the program context can provide valuable insights into the effectiveness of faculty development initiatives( 24 ). According to Haji et al, (2013), evaluating FDPs requires considering the program's context, process, and theory, moving beyond the simplistic question of whether a program worked (outcome-based evaluation) ( 25 ). Recently, others have conceptualized complex interventions in health professions education (HPE) as flexible applications based on principles rather than standard elements( 28 ). Reviewing the standard elements is not considered primarily an essential component of evaluating the intervention’s effectiveness. Instead, they function as mechanisms for conveying the underlying principles or theories. In clinical practice, standard elements are defined as study methods and intervention details that allow replication of the trial with a high level of ‘sameness’, while in complex interventions such as educational practice, they may need to adapt to different contexts ( 29 ). Instead of standardizing the specific components or activities (e.g., the instructional method of the workshop), the focus should be on steps or processes that these components are intended to facilitate in achieving specific objectives (e.g., engaging participants or enhancing skills) ( 30 ). This principle-focused evaluation was a novel approach by Patton (2017) that adheres to guiding principles, not the accomplishment of predetermined goals to judge the value of a program. Patton’s guiding principle is a statement that offers direction on how to think or act to achieve a specific goal, drawing on personal values, beliefs, and experiences. The acronym GUIDE was used to describe the principles, which must guide decision-making, be useful, inspire and motivate participants, developmental with the ability to adjust according to changing contexts, and able to be evaluated. This strategy offers flexibility in the program’s application which enhances creativity in health professions education programs. Moreover, it helps prevent rushing to judgments about the program's worth or success ( 31 , 32 ). While faculty development is a recognized and well-researched process globally, it is still evolving within the context of developing countries such as Sudan. This may be attributed to the shortage of expert education scientists, insufficient resources, and/or a lack of institutional priorities. Within Sudan, the setting for the current study, FD remains underdeveloped due to a combination of the above issues. Without an understanding of the unique barriers to FDPs in resource-limited settings, we may fail to critically engage with foundational issues in the design, development, implementation, and evaluation of faculty development in such contexts. In a resource-limited setting, implementing FDPs faces barriers such as resistance to pedagogical changes, overlapping responsibilities in health care, coupled with insufficient administrative support ( 20 ). Additionally, the shortage of both human and financial resources for training is considered a major obstacle( 33 ). This has resulted in teachers who conform to classical teaching methods without incorporating modern approaches, such as problem-based learning and team-based learning while demonstrating a lack of self-driven learning skills. In addition, there is little research in the field of education, a shortage of community service programs, and insufficient time allocated for professional development within Sudan( 34 ). We must ensure that FDPs implemented in such resource-limited settings are appropriately developed, researched, and evaluated. Conceptual framework: Our systemic evaluation adopts the framework by Charlier and Limbert (2019) for evaluating faculty development programs ( 35 ), which assesses the effect of working and learning environments on participants’ professional development and teamwork. The following adaptations were made for the current study in the Sudanese context: We modified the categories of perceived individual learning effects to include the following aspects: teaching skills, clinical skills, student assessment abilities, research practice, scientific publications, collaboration, career development, and commitment to the institution. We added a section to explore participants' satisfaction with the program sessions, along with the working and learning environment. We introduced a new section to explore the challenges encountered during the implementation of the FDP in resource-limited settings. The conceptual framework for evaluating faculty perspectives of FDPs in the present study (Fig. 1 ) examines faculty perceptions in three key areas: 1) knowledge and skill acquisition (perceived learning effect) measure change in behavior, with positive perceptions reflect effective application of the learned skills; 2) Perception of the learning environment, working environment, and program sessions measure staff satisfaction with the activities, where effective administration support reflects successful FDP execution. And lastly, 3) challenges are assessed by identifying barriers to FDP implementation, with the goal of addressing these obstacles to improve program outcomes. This research aims to present a principles-based framework for assessing faculty perspectives of FDPs in educational institutions in resource-limited settings. It examines participants’ self-perception regarding the impact of program activities on their performance and evaluates the educational environment. In addition, it assesses how participants perceive the applicability of acquired skills in the learning environment, evaluates their views on session effectiveness, and identifies their perceptions of implementation challenges. The justification for undertaking this study is rooted in the scarcity of information in medical literature, particularly the absence of published studies regarding faculty development in Sudan. This stresses the need to assess the extent to which faculty staff receive developmental training and their perspectives toward faculty development programs. Such insights will not only inform administrators and policymakers about the faculty's needs but also guide the development of FDPs with an appropriate standard in resource-limited settings. Therefore, this study aimed to determine the perceptions of teaching staff toward FDPs and the challenges in carrying out their activities to establish an effective educational setting. Methods Study Design: This study adopted a descriptive cross-sectional survey design and is reported following the CROSS(Checklist for Reporting of Survey Studies) guidelines ( 36 ). The study aims to describe the faculty’s perceptions concerning the Center for Professional Development (CPD) at the National University in Sudan. The design allows for a detailed exploration of the status of FDPs and their impact on staff academic practice. Setting: Sudan, one of the largest countries in Africa, is famous for its diverse population and geographic extremities ( 37 ). There has been a vibrant and transformative of medical education in Sudan dating back to 1978 when an Educational Development Centre (EDC) was established at the Faculty of Medicine, University of Gezira, which is considered a pioneer in the introduction of community-based education in Sudan( 38 ). In 1980, the EDC at the Faculty of Medicine, University of Khartoum significantly offered teacher training programs about innovative instructional and evaluation methods, providing consultation on curricula development for medical institutes, and fostering a culture of research and scientific publication. In addition, EDC trained paramedical teaching staff and supported primary health care programs in Sudan ( 39 ). There has been a growth in the number of centers of continuous professional development in both public and private sectors across Sudan in recent years. Overall, the nation’s medical education system has shown resilience over time, continually adapting to meet both local demands and universal health problems. The Center for Professional Development (CPD) was established at the National University in December 2009 due to the college's rapid growth and expansion. The center’s vision is to be a leading hub for training and development programs, and its mission is to upgrade staff abilities and enhance educational service quality. Objectives include promoting continuous education, introducing innovative teaching concepts, supporting research practice, fostering the knowledge and skills of staff to pursue their academic career, and establishing an interactive online support platform to facilitate online education. Activities are determined based on staff needs, including workshops, journal clubs, advice sessions, and lectures. Its policy focuses on providing comprehensive training to ensure staff members are equipped with updated skills aligned with the university's vision and mission while adhering to high-quality standards. Participants The target population comprised permanent staff members in the medical and health faculties of the National University, with no exclusion criteria. A Stratified Sampling Technique was employed, treating each faculty as a stratum, and random sampling for faculty members within each stratum was performed using the research randomizer ( https://www.randomizer.org/ ). The required sample size, calculated using the Yamen sample-size equation, was 134. Proportional allocation based on the number of staff members in each faculty determined the sample size in each faculty. Data Collection and Analysis Data collection tool Data were collected using Google Forms. The study questionnaire consisted of two sections: the first section recorded demographic data, and the second section explored the details of the faculty development programs covering staffs’ perception on five scopes: Perceived learning effect. Perception of the learning environment. Perception of the working environment. Perception of the program activities. Challenges facing the implementation of FDPs. The first three domains were informed by the systemic framework for the evaluation of a faculty development program by Charlier and Lambert (2018( 35 )while the remaining elements were designed by the researchers. Participants responded to questions using a 5-point- Likert scale from ‘strongly disagree’ ( 1 ) to ‘strongly agree’ ( 5 ) (Annex I). Study preparation The researchers conducted a review of documents related to implemented programs and Continuing Professional Development (CPD) strategic plans. To ensure the accuracy of the questionnaire, it was evaluated by key stakeholders, including the university's Vice President, the Dean of Graduate Studies, and the CPD Director. An anonymous list of the staff members along with their institutional contact details (email and/or phone numbers), was obtained from the university administration. The researcher then distributed the survey, providing a clear explanation of the study's purpose and assuring participants that their responses would be kept confidential. Data analysis Categorical data are presented as frequencies and percentages. Numerical data are presented as mean and standard deviation values. The student’s t-test was used to compare between two groups. A one-way ANOVA test was used to compare more than two groups. Bonferroni’s post-hoc test was used for pair-wise comparisons when the ANOVA test was significant. The significance level was set at P ≤ 0.05. Statistical analysis was performed with IBM SPSS Statistics for Windows, Version 23.0. Armonk, NY: IBM Corp. Ethics approval The research was approved by the ethical committees of the Sudan Medical Specialization Board and the National University – Sudan. Results Demographic data The present study enrolled 103 participants: 31 males (30.1%) and 72 females (69.9%). The most prevalent age category was (30–39 years old) (37.9%) followed by 40–49 years old (31.1%), while the least common age category was less than 30 years old (12.6%). Approximately half of the participants (47.6%) had a Master's (MSC) degree, about one-quarter of participants (23.3%) had a Medical Doctorate (MD), the same percentage was found in participants with a PhD, and the lowest percentage (4.9%) was participants with Fellowship. Only one participant reported other qualifications. The most prevalent field of profession was Medicine (37.9%) followed by Pharmacy (% 15.5) while the least prevalent field was Nursing (1.9%). Approximately half of the participants (47.3%) were lecturers, one-fifth (19.8%) were assistant professors, 13.6% were associate professors, and only 4.9% were professors. Approximately one-third of participants (34%) had more than 10 years of experience, 21.4% had 8–10 years of experience and the lowest percentage (11.7%) was reported with participants with 3–5 years of experience (Table 1 ). Table 1 Frequencies (n) and percentages (%) for demographic data of the study participants (N = 103) Demographic data n % Gender Male 31 30.1 Female 72 69.9 Age less than 30 years 13 12.6 30–39 Years 39 37.9 40–49 Years 32 31.1 50 years and above 19 18.4 Qualification MSc 49 47.6 MD 24 23.3 PhD 24 23.3 Fellowship 5 4.9 Other 1 1 Field of profession Medicine 39 37.9 Dentistry 14 13.6 Pharmacy 16 15.5 Medical laboratory 15 14.6 Nursing 2 1.9 Radiology 12 11.7 Physiotherapy 5 4.9 Academic rank Lecturer 50 48.5 Assistant professor 34 33 Associate professor 14 13.6 Professor 5 4.9 Experience 1–3 Years 14 13.6 3–5 Years 12 11.7 5–7 years 20 19.4 8–10 Years 22 21.4 More than 10 years 35 34 Perception of the Faculty Development Program Frequencies and percentages of responses to questions regarding faculty development program are presented in Table (2 ). The mean and standard deviation (SD) values for the response scores were 3.9 (0.68). Table (2): Frequencies (n) and percentages (%) for responses to faculty development program questions (N = 103) Item Strongly agree Agree Neutral Disagree Strongly disagree Q1.My teaching skills improved after the completion of faculty development programs n 34 59 7 2 1 % 33% 57.3% 6.8% 1.9% 1% Q2.My clinical skills improved after the completion of faculty development programs n 16 40 38 6 3 % 15.5% 38.8% 36.9% 5.8% 2.9% Q3. My student assessment abilities improved after the completion of faculty development programs n 29 56 14 3 1 % 28.2% 54.4% 13.6% 2.9% 1% Q4 .My research practice abilities improved after the completion of faculty development programs n 26 47 25 3 2 % 25.2% 45.6% 24.3% 2.9% 1.9% Q5.My Scientific publications improved after the completion of faculty development programs n 14 34 45 8 2 % 13.6% 33% 43.7% 7.8% 1.9% Q6.The programs enhance my skills in collaborative work n 21 65 15 1 1 % 20.4% 63.1% 14.6% 1% 1% Q7.Faculty development programs positively improve my career n 30 58 12 2 1 % 29.1% 56.3% 11.7% 1.9% 1% Q8. Faculty development programs increase my commitment to my institute n 27 50 22 2 2 % 26.2% 48.5% 21.4% 1.9% 1.9% Perception of the Learning Environment Frequencies and percentages of responses to questions regarding the perception of the learning environment are presented in Table ( 3). The mean and standard deviation (SD) values for the response scores were 3.9 (1.03). Table (3) : Frequencies (n) and percentages (%) for responses to perception of learning environment questions (N = 103) Item Strongly agree Agree Neutral Disagree Strongly disagree Q1 Organizational tools are provided (e.g. guidelines, calendar, and objectives) before conducting the programs n 34 48 12 6 3 % 33% 46.6% 11.7% 5.8% 2.9% Q2 Programs are carried out according to schedules provided n 23 60 13 5 2 % 22.3% 58.3% 12.6% 4.9% 1.9% Perception of the Working Environment Frequencies and percentages of responses to the question regarding the perception of the working environment are presented in Table ( 4). The mean and standard deviation (SD) scores for the response scores were 3.6 (1.17). Table (4): Frequencies (n) and percentages (%) for responses to the perception of working environment questions (N = 103) Item Strongly agree Agree Neutral Disagree Strongly disagree Q1 The working environment allowed me to apply skills earned after evolving the faculty development programs n 34 48 12 6 3 % 33% 46.6% 11.7% 5.8% 2.9% Perception of the Program Sessions Frequencies and percentages of responses to questions regarding perception of the program sessions are presented in Table ( 5). The mean and standard deviation (SD) values for the response scores were 3.9 (0.59). Table (5) : Frequencies (n) and percentages (%) for responses to perception of program sessions questions (N = 103) Item Strongly agree Agree Neutral Disagree Strongly disagree Q1 It is convenient for me to participate in the sessions n 14 65 21 3 0 % 13.6% 63.1% 20.4% 2.9% 0% Q2 I found myself engaged during the sessions n 18 61 20 3 1 % 17.5% 59.2% 19.4% 2.9% 1% Q3 I am satisfied with the speakers' performance n 17 66 18 2 0 % 16.5% 64.1% 17.5% 1.9% 0% Q4 The sessions were effective in encouraging me to evaluate my understanding (e.g., feedback, post-test, response to questions asked) of the topic and to fill any gaps identified n 23 61 17 2 0 % 22.3% 59.2% 16.5% 1.9% 0% Q5 The sessions suit my educational needs n 12 71 16 4 0 % 11.7% 68.9% 15.5% 3.9% 0% Challenges facing the implementation of the Faculty Development Program Frequencies and percentages of responses to questions regarding challenges facing the application of the FDP are presented in Table (6). Approximately two-thirds of participants (67%) strongly agreed or agreed that the most important challenge is time limits and busy schedules. This was followed by financial constraints (48.6%), a lack of administrative support (33%), and finally a lack of awareness about FDPs (17.5%). Table (6): Frequencies (n) and percentages (%) for responses to challenges facing the application of FDP questions (N = 103) Challenge Strongly agree Agree Neutral Disagree Strongly disagree Q1.Lack of administration support n 3 31 36 28 5 % 2.9% 30.1% 35% 27.2% 4.9% Q2.Time limits and busy schedules n 25 44 23 11 0 % 24.3% 42.7% 22.3% 10.7% 0% Q3.Financial constraints n 12 38 26 21 6 % 11.7% 36.9% 25.2% 20.4% 5.8% Q4.Lack of awareness n 8 10 29 44 12 % 7.8% 9.7% 28.2% 42.7% 11.7% Association between Gender and Perceptions of the Faculty Development Program There was no statistically significant difference between the perception of the FDP, learning environment, working environment, and perception of program sessions in males and females (Table 7 . Figure 1 ). Table 7 Mean, standard deviation (SD) values and results of Student’s t-test for comparison between the perception of the FDP in males and females Perception items Male (n = 31) Female (n = 72) P -value Mean SD Mean SD Faculty development program 3.76 0.86 3.96 0.59 0.243 Learning environment 3.60 1.21 4.03 0.93 0.051 Working environment 3.42 1.46 3.68 1.03 0.370 Program sessions 3.81 0.84 3.93 0.45 0.466 *: Significant at P ≤ 0.05 Association between Age Category and perceptions of the faculty Development Program There was no statistically significant difference between the perception of the FDP, learning environment, working environment, and perception of program sessions in participants with different age categories (Table 8 . Figure 2). Table 8 Mean, standard deviation (SD) values and results of one-way ANOVA test for comparison between the perception of the FDP in different age categories Perception items Age category Mean SD P -value Faculty development program Less than 30 years (n = 13) 3.67 0.98 0.276 30–39 Years (n = 39) 3.99 0.49 40–49 Years (n = 32) 3.99 0.59 50 years and above (n = 19) 3.72 0.90 Learning environment Less than 30 years (n = 13) 4.12 0.87 0.294 30–39 Years (n = 39) 3.99 0.92 40–49 Years (n = 32) 3.94 1.08 50 years and above (n = 19) 3.50 1.24 Working environment Less than 30 years (n = 13) 3.77 1.24 0.455 30–39 Years (n = 39) 3.51 1.12 40–49 Years (n = 32) 3.81 1.00 50 years and above (n = 19) 3.32 1.49 Program sessions Less than 30 years (n = 13) 3.88 0.60 0.755 30–39 Years (n = 39) 3.89 0.45 40–49 Years (n = 32) 3.98 0.76 50 years and above (n = 19) 3.79 0.53 *: Significant at P ≤ 0.05 Association between qualifications and perceptions of the Faculty Development Program There was no statistically significant difference between the perception of the FDP, learning environment, working environment, and perception of program sessions in participants with different qualifications. Discussion We sought to understand the perception of FDPs among staff in health and medical faculties. Specifically, we investigated their perspectives on knowledge acquisition, their views of the learning and working environment, and the challenges they believe affect the program's implementation. We reviewed previous research ( 40 – 43 )aimed at exploring staff perceptions of FDP in a healthcare setting, and found that participants generally perceive FDP as valuable for improving their professional roles which aligns with our study. Applying the conceptual framework, we observed that participants' high perception of knowledge and skill acquisition serves as a measure for behavior change. We propose that positive perceptions indicate that participants are more likely to apply the skills they’ve learned in their work. This claim is supported by Singh et al. (2014), who emphasize that the goal of faculty development is to facilitate the application of skills in the workplace, as there is a growing focus on the "transfer of training" among health professionals. Our study indicates that participants' attitudes toward the training significantly impact their willingness to engage with the program and apply what they have learned. Attitude toward behavior is defined as the positive or negative feelings an individual has regarding a specific behavior. This attitude is shaped by their beliefs about performing the behavior and their evaluation of the associated outcomes ( 44 ). Thus, a positive attitude (perception) of participants towards FD suggests they are more likely to transfer the knowledge and skills gained during the program into their practice, ultimately contributing to the program's success and its impact on student learning outcomes. Our study findings showed that a significant number of participants reported improved teaching performance, which aligns with previous research showing that health professionals enhance their teaching skills ( 45 )and student assessment abilities after completing the FDP activities ( 46 ). While clinical and research practice abilities were moderately perceived among the participants, scientific publication perception was lower, with 43.7% of participants responding neutrally. These findings were supported by Lee et al. (2010), who attributed low research output to the lack of structured research training, insufficient mentorship, and inadequate institutional support( 47 ). On the other hand, collaborative skills and overall career improvement were positively perceived; this underscores the value of faculty development in fostering collaboration as a core skill in achieving long-term change in health education. By enhancing these collaborative skills, FDPs not only contribute to individual career growth but also facilitate the successful implementation of educational innovations in clinical settings. Furthermore, findings illustrate that FDPs not only enhanced knowledge and skill acquisition but also increased participants' commitment to their institute, findings consistent with Campion et al. (2016) who found that participants felt more committed to their institution after engaging in FDP activities, perceiving this commitment because of the institution’s investment in their professional growth ( 48 ). The FDP fostered stronger institutional connectivity, suggesting that effective development programs contribute to both professional growth and institutional loyalty. Our findings highlighted that most participants reported high satisfaction with the program sessions, program organization, and found the work environment supportive of applying the skills they had gained. This finding corresponds with Burgess et al. (2019) study, who argue that organizational support within the faculty development program facilitated alignment between participants' experiences and the program's intended outcomes, which in turn enabled active engagement and practical application of the learned skills ( 6 ). This proves the claim that the satisfaction of the participants observed in the study is closely related to the effective execution of the program. Identifying the challenges faced by participants was a crucial part of this study, particularly because it was conducted in a resource-limited setting. By highlighting these barriers, the study stresses the importance of developing strategies that address resource shortages while maintaining program sustainability. Interestingly, time constraints emerged as the most cited challenge; similarly, Puri et al. (2012) identified time as a major factor hindering staff participation in FDPs ( 49 ), attributing this challenge to clinical load and administrative tasks ( 21 , 50 ). This highlights the need for a flexible schedule for the FDP and the incorporation of asynchronous activities to facilitate greater staff engagement. While this study offers important insights into faculty perceptions toward FDPs in Sudan, there are several limitations to consider. One limitation is that this study does not represent a comprehensive program evaluation, as it primarily focuses on capturing staff perceptions. The survey design could serve as a part of a larger evaluation program, combined with other methodologies for a more thorough assessment in the future. Our sample size comprised of 134 potential participants, with 103 respondents, which may limit the generalizability of the findings. Furthermore, the study was conducted at a single institution due to the project’s individual effort, which may overlook the diverse experiences of faculty members across different settings. Future research should consider these limitations and aim for a broader, multi-institutional approach to better understand FD needs and experiences in Sudan. Conclusion Understanding staffs perceptions of FDPs is critical to the program evaluation process. This study is considered a micro-evaluation framework that aims to provide broad insights into the effectiveness of FDPs, not only at the staff level but also at the institutional level, while addressing challenges that hinder standardized implementation. Although implementation of program evaluation faces challenges in resource-limited settings, this framework can serve as a tool for FDP sponsors that offer a holistic picture of FDP value. Given the positive impact of FDPs on participants’ behaviors and skills, institutions should continue investing in such programs, and using diverse methodologies for FDP evaluation should be a priority for institutions seeking to enhance educational quality and professional competencies. Recommendations: We recommend that future studies adopt appropriate mixed methods approaches to better understand stakeholders' priorities and needs for further improvement of the program. We further suggest providing more detailed insights into the challenges encountered when designing surveys, with a clearer distinction between the factors that facilitate faculty participation and those that hinder the implementation of the programs. Declarations Conflict of interest: No conflicts of interest influenced the integrity of the research findings. Funding : No funding was received for this study Author Contribution A.A : Conceptualization, Methodology, analysis, resources, writing - original draft, visualization. A.B: writing-review and editing Acknowledgment: We would like to acknowledge Dr. Khalid Keraa, and Dr. Elmontasir Taha, as well as the administrators and staff members who participated in the survey at the National University for their valuable contributions. Data Availability The data supporting the findings of this study are available within the manuscript. References Iqbal MZ, Al-Eraky MM, AlSheikh MH. Designing Entrustable Professional Activities for Training Health Professional Educators: a Review of Current Practices. Med Sci Educ. 2018;28(4):797–802. Ramani S, Leinster S. AMEE guide no. 34: Teaching in the clinical environment. Med Teach. 2008;30(4):347–64. Steinert Y, Mann K V. Faculty development: Principles and practices. Vol. 33, Journal of Veterinary Medical Education. 2006. p. 317–24. 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The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi J Biol Sci [Internet]. 2019;26(4):688–97. Available from: https://doi.org/10.1016/j.sjbs.2017.10.024 Gjerde CL, Hla KM, Kokotailo PK, Anderson B. Long-term outcomes of a primary care faculty development program at the University of Wisconsin. Fam Med. 2008;40(8):579–84. Kim DH, Hwang J, Lee S, Shin JS. Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools. BMC Med Educ. 2017 Feb 28;17(1). Algahtani H, Shirah B, Aldarmahi A, Alshawwa L, Tekian A, Norcini J. Barriers to Faculty Development Program for Medical Education: Experience from Saudi Arabia. Dr Sulaiman Al Habib Medical Journal. 2020;2(3):101. DrMostafa Edjtehadi B, Shafizadeh H. Study of Obstacles of Faculty Member Development In Iran Higher Education Institutions [Internet]. Available from: http://ssrn.com/abstract=1888125copyavailableat:https://ssrn.com/abstract=1888125Electroniccopyavailableat:http://ssrn.com/abstract=1888125 Skeff KM, Stratos GA, Mygdal W, DeWitt TA, Manfred L, Quik M, et al. Faculty development: A resource for clinical teachers. J Gen Intern Med. 1997;12(SUPPL. 2). Cintra KA, Borges MC, Panúncio-Pinto MP, de Almeida Troncon LE, Bollela VR. The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods. BMC Med Educ. 2023 Dec 1;23(1). Okpalauwaekwe U, Holinaty C, Smith-Windsor T, Barton JW, MacLean C. From field of dreams to back to the future? Exploring barriers to participating in continuing professional development (CPD) programs. BMC Med Educ. 2024 Dec 1;24(1). Accreditation Council for Graduate Medical Education Glossary of Terms. 2024. Cook DA. Twelve tips for evaluating educational programs. Med Teach. 2010;32(4):296–301. Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE Guide No. 67. Vol. 34, Medical Teacher. 2012. Haji F, Morin MP, Parker K. Rethinking programme evaluation in health professions education: Beyond “did it work?” Med Educ. 2013 Apr;47(4):342–51. Fernandez N, Audétat MC. Faculty development program evaluation: A need to embrace complexity. Adv Med Educ Pract. 2019;10:191–9. Ogden K, Kilpatrick S, Elmer S. Examining the nexus between medical education and complexity: a systematic review to inform practice and research. BMC Med Educ. 2023 Dec 1;23(1). Parker K, Sud A. Principles-Focused Evaluation: A Promising Practice in the Evaluation of Continuing Professional Development. Journal of Continuing Education in the Health Professions. 2023;43(4). Horsley T, Regehr G. When are two interventions the same? Implications for reporting guidelines in education. Vol. 52, Medical Education. Blackwell Publishing Ltd; 2018. p. 141–3. Hawe P, Shiell A, Riley T. Complex interventions: how “out of control” can a randomised controlled trial be? Vol. 328, Medical Journal. 2004. Anderson AW. Truckin’ Down the Principles-Focused Evaluation Road: A Review of Michael Quinn Patton’s Principles-Focused Evaluation: The GUIDE. Vol. 23, The Qualitative Report. 2018. Balmer DF, Anderson H, West DC. Program Evaluation in Health Professions Education: An Innovative Approach Guided by Principles. Academic Medicine. 2023 Feb 1;98(2):204–8. Fahal AH. Medical education in the Sudan: Its strengths and weaknesses. Med Teach. 2007 Nov;29(9–10):910–4. Samir ), Ali M, Alredaisy H. Teacher Education Change In Light to the Expanding Higher Education System In Sudan [Internet]. Vol. 9, American Based Research Journal. 2020. Available from: http://www.abrj.org Charlier B, Lambert M. Evaluating the effects of faculty development: theoretical framework and empirical implementation. International Journal for Academic Development. 2020;25(2):162–75. Sharma A, Minh Duc NT, Luu Lam Thang T, Nam NH, Ng SJ, Abbas KS, et al. A Consensus-Based Checklist for Reporting of Survey Studies (CROSS). J Gen Intern Med. 2021 Oct 1;36(10):3179–87. Ahmed MH, Ahmed M, Taha MH, Almobarak AO, Osman WN, Abdullah ME, et al. Current and future clinical research in Sudan: An opportunity for everyone to choose research in medical education, communicable and non-communicable diseases. Vol. 5, Journal of Public Health and Emergency. AME Publishing Company; 2021. Husain NE, Abdalla ME, Taha MH. Medical education in Sudan: future perspectives. Vol. 6, Journal of Public Health and Emergency. AME Publishing Company; 2022. Fahal AH. Continuing professional development in medical & health professions. International Journal of Sudan Research [Internet]. 2010 Jan 15;1(1):29–33. Available from: https://www.sudanknowledge.org/download/ijsr-v1-n1-2010-continuing-professional-development-health-professions/ Burgess A, van Diggele C, Mellis C. Faculty development for junior health professionals. Clinical Teacher. 2019;16(3). Brame JL, Price J, Taylor PM. Academic Leadership Development for Health Professions Programs. J Allied Health. 2022;51(3). Waxman KT, Nichols AA, Shum C, Forsey L. Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence. Int J Nurs Educ Scholarsh. 2019;16(1). Damp JB, Dewey CM, Wells Q, Horn L, Kroop SF, Mendes L. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician. J Med Educ Curric Dev. 2016;3. Singh T, De Grave W, Ganjiwale J, Muijtjens A, van der Vleuten C. Paying Attention to Intention to Transfer in Faculty Development Using the Theory of Planned Behavior. Am J Educ Res. 2014 May 26;2(6):361–5. Damp JB, Dewey CM, Wells Q, Horn L, Kroop SF, Mendes L. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician. J Med Educ Curric Dev. 2016 Jan;3:JMECD.S40798. Sarikaya O, Kalaca S, Cali S. A Personal View The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines. Adv Physiol Educ. 2010;34:35–40. Lee KC, El-Ibiary SY, Suchanek Hudmon K. Evaluation of research training and productivity among junior pharmacy practice faculty in the United States. J Pharm Pract. 2010;23(6):553–9. Campion MW, Bhasin RM, Benjamin EJ. Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality? HHS Public Access. Vol. 30. 2016. Puri A, Graves D, Lowenstein A, Hsu L. New Faculty’s Perception of Faculty Development Initiatives at Small Teaching Institutions. ISRN Education. 2012;2012:1–9. Steinert Y, McLeod PJ, Boillat M, Meterissian S, Elizov M, MacDonald ME. Faculty development: A “Field of Dreams”? Med Educ. 2009;43(1):42–9. Additional Declarations No competing interests reported. Supplementary Files AnnexI.docx Cite Share Download PDF Status: Published Journal Publication published 27 Oct, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 26 Dec, 2024 Editor assigned by journal 20 Dec, 2024 Submission checks completed at journal 20 Dec, 2024 First submitted to journal 19 Dec, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5677321","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":392892178,"identity":"a98a73c2-37f7-41b7-a7fd-5afed4dac0be","order_by":0,"name":"Arwa Ahmed","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA7ElEQVRIiWNgGAWjYBACNmYeEGkjZ0+0Fn72HpCWNGPDBoiABEEtkj1nQFoOJW44QKwWgxu5Rzd8KDuQvrH9jOHnioq6Ogb23scv8GvJS7s549yd3P08OcaSZ84clmDgOW5mgV9Ljtlt3rZnuRsbcswYG9sOSDBIpLEZ4NNif/+N2e2/bYfTDc6/AWr5V0dYC9gWxrbDCSAGY2MDM0gL8wNCWm72nEsz3DjjWbFkw7HDkm08x9jw6QBrufGjzEbenj9548eGmjp+fvY25g949SAAB8QHQCvYCEcOBLA/gLGItmUUjIJRMApGBgAA3d9Q3TeguUkAAAAASUVORK5CYII=","orcid":"","institution":"Sudan Medical Specialization Board","correspondingAuthor":true,"prefix":"","firstName":"Arwa","middleName":"","lastName":"Ahmed","suffix":""},{"id":392892179,"identity":"58c20359-8869-4ef9-a54f-399546c1aeca","order_by":1,"name":"Alan Batt","email":"","orcid":"","institution":"Queen's University","correspondingAuthor":false,"prefix":"","firstName":"Alan","middleName":"","lastName":"Batt","suffix":""}],"badges":[],"createdAt":"2024-12-19 13:53:27","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5677321/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5677321/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-025-07848-7","type":"published","date":"2025-10-27T15:58:16+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":72364505,"identity":"c4f6f057-3654-41c5-9a09-0ccdc576100f","added_by":"auto","created_at":"2024-12-26 06:26:29","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":313583,"visible":true,"origin":"","legend":"\u003cp\u003eFramework for evaluating faculty perspectives of an FD program.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5677321/v1/5da832e7efaff52832cab78b.png"},{"id":72364507,"identity":"0a823824-6156-4d10-8c3f-c5e5a3ab865d","added_by":"auto","created_at":"2024-12-26 06:26:29","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":19188,"visible":true,"origin":"","legend":"\u003cp\u003eFigure (1 ). Bar chart representing mean and standard deviation values for perception scores in males and females\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5677321/v1/aaff14526fbb5a0bf31c2358.png"},{"id":72365663,"identity":"2d0afd20-58b3-47e6-bb0a-58b59a06b75a","added_by":"auto","created_at":"2024-12-26 06:42:29","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":215940,"visible":true,"origin":"","legend":"\u003cp\u003eFigure ( 2). Bar chart representing mean and standard deviation values for perception scores in participants with different age categories\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5677321/v1/d1738134229fd583d698ab7f.png"},{"id":95041272,"identity":"31b3692c-2acf-42e9-820d-c4787c8d6e07","added_by":"auto","created_at":"2025-11-03 16:11:02","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1804363,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5677321/v1/21a641a0-c114-4cd7-938b-bf85ddc13565.pdf"},{"id":72363647,"identity":"34260f1d-fcc3-4c55-80a5-56e9c798c10f","added_by":"auto","created_at":"2024-12-26 06:18:29","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":30300,"visible":true,"origin":"","legend":"","description":"","filename":"AnnexI.docx","url":"https://assets-eu.researchsquare.com/files/rs-5677321/v1/96f37ee07fa8351717d72c79.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring Faculty Development Initiatives in Medical Education in resource-limited settings: Perspectives and Challenges","fulltext":[{"header":"Introduction","content":"\u003cp\u003eHealth professions educators are expected to fulfill a variety of roles; they are not merely information providers; they also act as mentors, researchers, managers, administrators, evaluators, and facilitators (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). While physicians are typically well-prepared for their clinical responsibilities, few receive formal preparation for their teaching duties(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). This is despite evidence that for faculty members to excel as educators, they require educational skills alongside their expertise in their respective disciplines (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Faculty development (FD) refers to any planned activities that foster the faculty’s ability to excel in all aspects of their academic professions by improving knowledge and skills to achieve sustainable behavioral change (\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e–\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). These activities are often provided in the form of seminars, workshops, short courses, on-site visits, fellowships, and other long-term programs(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). In addition, faculty development programs (FDPs) exhibit considerable diversity across institutions, encompassing a range of both formal and informal contributions (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Contemporary FDPs have evolved from focusing on traditional technical and professional competence within disciplines to now encompassing broader aspects such as faculty well-being, institutional quality of life, and personal and professional growth opportunities (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eThe benefits of FDPs are numerous: they improve community-based education, problem-based learning, integration between basic and clinical sciences, student-centered education, comprehensive evaluation, and evidence-based medicine(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). They support improved student performance (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e), promote humanistic teaching and role modeling (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e), and enhance faculty skills in curriculum support, teaching, assessment, organizational leadership, and mentoring(\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Participating in FD activities results in increased staff satisfaction, confidence, and enhancements in teaching abilities among faculty members (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, several potential obstacles may hinder the implementation of FDPs, including limited financial investment (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e), a shortage of training personnel(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e), and the lack of comprehensive program design (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Barriers to participation in FDPs are often attributed to faculty misconceptions that underestimate the importance of a program or its potential benefits, the belief that clinical skills are more valuable than teaching skills (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e), as well as the majority of teachers are unsure about dedicating time to their teaching excellence (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). Moreover, a lack of accountability, direction, and feedback from the institute's leadership about teaching performance, and organizational and logistical issues, such as the relevance and applicability of topics to practice, the quality of presenters, advertisement methods (e.g., lack of engaging titles and descriptions), event location and timing were significant barriers to participation in the activities (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to The Accreditation Council for Graduate Medical Education (ACGME), program evaluation is defined as the “\u003cem\u003eSystematic collection and analysis of information related to the design, implementation, and outcomes of a graduate medical education program for monitoring and improving the quality and effectiveness of the program\u003c/em\u003e (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e)”.The purpose of program evaluation is to judge the value or worth of educational programs (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e), with a primary focus on change that has occurred and its impact not only on the learners but also on the teachers, administrators, and stakeholders (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). In addition, evaluation aims to generate reliable and valid data, which aids curriculum developers in modifying their programs to suit the evolving context and assists researchers in medical education in producing knowledge that can ‘inform the efforts of others’(\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e). Despite the availability of program evaluation models, literature exploring FDP evaluation is scarce. This can be attributed to the innovative nature and unpredictable outcomes of FDPs, which are often difficult to measure using the available models(\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). This is underpinned by complexity, which emphasizes the uncertainty and ambiguity of FDPs(\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). Identifying these uncertainties has been a target of researchers by studying the factors that shape the program, such as characteristics of the program’s participants, the influence of stakeholders, evolving knowledge in the field, and patterns in professional practice. In addition, examining the relationship between the program’s elements by considering the program context can provide valuable insights into the effectiveness of faculty development initiatives(\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). According to Haji et al, (2013), evaluating FDPs requires considering the program's context, process, and theory, moving beyond the simplistic question of whether a program worked (outcome-based evaluation) (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e). Recently, others have conceptualized complex interventions in health professions education (HPE) as flexible applications based on principles rather than standard elements(\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). Reviewing the standard elements is not considered primarily an essential component of evaluating the intervention’s effectiveness. Instead, they function as mechanisms for conveying the underlying principles or theories. In clinical practice, standard elements are defined as study methods and intervention details that allow replication of the trial with a high level of ‘sameness’, while in complex interventions such as educational practice, they may need to adapt to different contexts (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). Instead of standardizing the specific components or activities (e.g., the instructional method of the workshop), the focus should be on steps or processes that these components are intended to facilitate in achieving specific objectives (e.g., engaging participants or enhancing skills) (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). This principle-focused evaluation was a novel approach by Patton (2017) that adheres to guiding principles, not the accomplishment of predetermined goals to judge the value of a program. Patton’s guiding principle is a statement that offers direction on how to think or act to achieve a specific goal, drawing on personal values, beliefs, and experiences. The acronym GUIDE was used to describe the principles, which must guide decision-making, be useful, inspire and motivate participants, developmental with the ability to adjust according to changing contexts, and able to be evaluated. This strategy offers flexibility in the program’s application which enhances creativity in health professions education programs. Moreover, it helps prevent rushing to judgments about the program's worth or success (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhile faculty development is a recognized and well-researched process globally, it is still evolving within the context of developing countries such as Sudan. This may be attributed to the shortage of expert education scientists, insufficient resources, and/or a lack of institutional priorities. Within Sudan, the setting for the current study, FD remains underdeveloped due to a combination of the above issues. Without an understanding of the unique barriers to FDPs in resource-limited settings, we may fail to critically engage with foundational issues in the design, development, implementation, and evaluation of faculty development in such contexts. In a resource-limited setting, implementing FDPs faces barriers such as resistance to pedagogical changes, overlapping responsibilities in health care, coupled with insufficient administrative support (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). Additionally, the shortage of both human and financial resources for training is considered a major obstacle(\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). This has resulted in teachers who conform to classical teaching methods without incorporating modern approaches, such as problem-based learning and team-based learning while demonstrating a lack of self-driven learning skills. In addition, there is little research in the field of education, a shortage of community service programs, and insufficient time allocated for professional development within Sudan(\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e). We must ensure that FDPs implemented in such resource-limited settings are appropriately developed, researched, and evaluated.\u003c/p\u003e\n\u003ch3\u003eConceptual framework:\u003c/h3\u003e\n\u003cp\u003eOur systemic evaluation adopts the framework by Charlier and Limbert (2019) for evaluating faculty development programs (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e), which assesses the effect of working and learning environments on participants’ professional development and teamwork. The following adaptations were made for the current study in the Sudanese context:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWe modified the categories of perceived individual learning effects to include the following aspects: teaching skills, clinical skills, student assessment abilities, research practice, scientific publications, collaboration, career development, and commitment to the institution.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWe added a section to explore participants' satisfaction with the program sessions, along with the working and learning environment.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWe introduced a new section to explore the challenges encountered during the implementation of the FDP in resource-limited settings.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe conceptual framework for evaluating faculty perspectives of FDPs in the present study (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) examines faculty perceptions in three key areas: 1) knowledge and skill acquisition (perceived learning effect) measure change in behavior, with positive perceptions reflect effective application of the learned skills; 2) Perception of the learning environment, working environment, and program sessions measure staff satisfaction with the activities, where effective administration support reflects successful FDP execution. And lastly, 3) challenges are assessed by identifying barriers to FDP implementation, with the goal of addressing these obstacles to improve program outcomes.\u003c/p\u003e \u003cp\u003eThis research aims to present a principles-based framework for assessing faculty perspectives of FDPs in educational institutions in resource-limited settings. It examines participants’ self-perception regarding the impact of program activities on their performance and evaluates the educational environment. In addition, it assesses how participants perceive the applicability of acquired skills in the learning environment, evaluates their views on session effectiveness, and identifies their perceptions of implementation challenges.\u003c/p\u003e \u003cp\u003eThe justification for undertaking this study is rooted in the scarcity of information in medical literature, particularly the absence of published studies regarding faculty development in Sudan. This stresses the need to assess the extent to which faculty staff receive developmental training and their perspectives toward faculty development programs. Such insights will not only inform administrators and policymakers about the faculty's needs but also guide the development of FDPs with an appropriate standard in resource-limited settings.\u003c/p\u003e \u003cp\u003eTherefore, this study aimed to determine the perceptions of teaching staff toward FDPs and the challenges in carrying out their activities to establish an effective educational setting.\u003c/p\u003e"},{"header":"Methods","content":"\u003ch2\u003eStudy Design:\u003c/h2\u003e\u003cp\u003eThis study adopted a descriptive cross-sectional survey design and is reported following the CROSS(Checklist for Reporting of Survey Studies) guidelines (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). The study aims to describe the faculty’s perceptions concerning the Center for Professional Development (CPD) at the National University in Sudan. The design allows for a detailed exploration of the status of FDPs and their impact on staff academic practice.\u003c/p\u003e\u003ch3\u003eSetting:\u003c/h3\u003e\u003cp\u003eSudan, one of the largest countries in Africa, is famous for its diverse population and geographic extremities (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e). There has been a vibrant and transformative of medical education in Sudan dating back to 1978 when an Educational Development Centre (EDC) was established at the Faculty of Medicine, University of Gezira, which is considered a pioneer in the introduction of community-based education in Sudan(\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). In 1980, the EDC at the Faculty of Medicine, University of Khartoum significantly offered teacher training programs about innovative instructional and evaluation methods, providing consultation on curricula development for medical institutes, and fostering a culture of research and scientific publication. In addition, EDC trained paramedical teaching staff and supported primary health care programs in Sudan (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). There has been a growth in the number of centers of continuous professional development in both public and private sectors across Sudan in recent years. Overall, the nation’s medical education system has shown resilience over time, continually adapting to meet both local demands and universal health problems.\u003c/p\u003e\u003cp\u003eThe Center for Professional Development (CPD) was established at the National University in December 2009 due to the college's rapid growth and expansion. The center’s vision is to be a leading hub for training and development programs, and its mission is to upgrade staff abilities and enhance educational service quality. Objectives include promoting continuous education, introducing innovative teaching concepts, supporting research practice, fostering the knowledge and skills of staff to pursue their academic career, and establishing an interactive online support platform to facilitate online education.\u003c/p\u003e\u003cp\u003eActivities are determined based on staff needs, including workshops, journal clubs, advice sessions, and lectures. Its policy focuses on providing comprehensive training to ensure staff members are equipped with updated skills aligned with the university's vision and mission while adhering to high-quality standards.\u003c/p\u003e\u003ch3\u003eParticipants\u003c/h3\u003e\u003cp\u003eThe target population comprised permanent staff members in the medical and health faculties of the National University, with no exclusion criteria.\u003c/p\u003e\u003cp\u003eA Stratified Sampling Technique was employed, treating each faculty as a stratum, and random sampling for faculty members within each stratum was performed using the research randomizer (\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.randomizer.org/\u003c/span\u003e\u003cspan address=\"https://www.randomizer.org/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe required sample size, calculated using the Yamen sample-size equation, was 134. Proportional allocation based on the number of staff members in each faculty determined the sample size in each faculty.\u003c/p\u003e\u003ch3\u003eData Collection and Analysis\u003c/h3\u003e\u003cp\u003eData collection tool\u003c/p\u003e\u003cp\u003eData were collected using Google Forms. The study questionnaire consisted of two sections: the first section recorded demographic data, and the second section explored the details of the faculty development programs covering staffs’ perception on five scopes:\u003c/p\u003e\u003cul\u003e \u003cli\u003e \u003cp\u003ePerceived learning effect.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ePerception of the learning environment.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ePerception of the working environment.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ePerception of the program activities.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eChallenges facing the implementation of FDPs.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e\u003cp\u003eThe first three domains were informed by the systemic framework for the evaluation of a faculty development program by Charlier and Lambert (2018(\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e)while the remaining elements were designed by the researchers. Participants responded to questions using a 5-point- Likert scale from ‘strongly disagree’ (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) to ‘strongly agree’ (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) (Annex I).\u003c/p\u003e\u003ch2\u003eStudy preparation\u003c/h2\u003e\u003cp\u003eThe researchers conducted a review of documents related to implemented programs and Continuing Professional Development (CPD) strategic plans. To ensure the accuracy of the questionnaire, it was evaluated by key stakeholders, including the university's Vice President, the Dean of Graduate Studies, and the CPD Director. An anonymous list of the staff members along with their institutional contact details (email and/or phone numbers), was obtained from the university administration. The researcher then distributed the survey, providing a clear explanation of the study's purpose and assuring participants that their responses would be kept confidential.\u003c/p\u003e\u003ch2\u003eData analysis\u003c/h2\u003e\u003cp\u003eCategorical data are presented as frequencies and percentages. Numerical data are presented as mean and standard deviation values. The student’s t-test was used to compare between two groups. A one-way ANOVA test was used to compare more than two groups. Bonferroni’s post-hoc test was used for pair-wise comparisons when the ANOVA test was significant. The significance level was set at P ≤ 0.05. Statistical analysis was performed with IBM SPSS Statistics for Windows, Version 23.0. Armonk, NY: IBM Corp.\u003c/p\u003e\u003cp\u003e \u003cstrong\u003eEthics approval\u003c/strong\u003e \u003c/p\u003e\u003cp\u003e The research was approved by the ethical committees of the Sudan Medical Specialization Board and the National University – Sudan.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eDemographic data\u003c/h2\u003e \u003cp\u003eThe present study enrolled 103 participants: 31 males (30.1%) and 72 females (69.9%). The most prevalent age category was (30\u0026ndash;39 years old) (37.9%) followed by 40\u0026ndash;49 years old (31.1%), while the least common age category was less than 30 years old (12.6%). Approximately half of the participants (47.6%) had a Master's (MSC) degree, about one-quarter of participants (23.3%) had a Medical Doctorate (MD), the same percentage was found in participants with a PhD, and the lowest percentage (4.9%) was participants with Fellowship. Only one participant reported other qualifications. The most prevalent field of profession was Medicine (37.9%) followed by Pharmacy (% 15.5) while the least prevalent field was Nursing (1.9%). Approximately half of the participants (47.3%) were lecturers, one-fifth (19.8%) were assistant professors, 13.6% were associate professors, and only 4.9% were professors. Approximately one-third of participants (34%) had more than 10 years of experience, 21.4% had 8\u0026ndash;10 years of experience and the lowest percentage (11.7%) was reported with participants with 3\u0026ndash;5 years of experience (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequencies (n) and percentages (%) for demographic data of the study participants (N\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemographic data\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e69.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eless than 30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e30\u0026ndash;39 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e40\u0026ndash;49 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e50 years and above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQualification\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMSc\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e47.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFellowship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eField of profession\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDentistry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePharmacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMedical laboratory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRadiology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhysiotherapy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAcademic rank\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e48.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAssistant professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAssociate professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProfessor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eExperience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u0026ndash;3 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u0026ndash;5 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u0026ndash;7 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u0026ndash;10 Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore than 10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003ePerception of the Faculty Development Program\u003c/h2\u003e \u003cp\u003eFrequencies and percentages of responses to questions regarding faculty development program are presented in Table\u0026nbsp;(2 ).\u003c/p\u003e \u003cp\u003eThe mean and standard deviation (SD) values for the response scores were 3.9 (0.68).\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(2): Frequencies (n) and percentages (%) for responses to faculty development program questions (N\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ1.My teaching skills improved after the completion of faculty development programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ2.My clinical skills improved after the completion of faculty development programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e36.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ3. My student assessment abilities improved after the completion of faculty development programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e54.4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ4 .My research practice abilities improved after the completion of faculty development programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e45.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e24.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ5.My Scientific publications improved after the completion of faculty development programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ6.The programs enhance my skills in collaborative work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20.4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e63.1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ7.Faculty development programs positively improve my career\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29.1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e56.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ8. Faculty development programs increase my commitment to my institute\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e48.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003ePerception of the Learning Environment\u003c/h2\u003e \u003cp\u003eFrequencies and percentages of responses to questions regarding the perception of the learning environment are presented in Table ( 3).\u003c/p\u003e \u003cp\u003eThe mean and standard deviation (SD) values for the response scores were 3.9 (1.03).\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(3) : Frequencies (n) and percentages (%) for responses to perception of learning environment questions (N\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ1 Organizational tools are provided (e.g. guidelines, calendar, and objectives) before conducting the programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ2 Programs are carried out according to schedules provided\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e58.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003ePerception of the Working Environment\u003c/h2\u003e \u003cp\u003eFrequencies and percentages of responses to the question regarding the perception of the working environment are presented in Table ( 4).\u003c/p\u003e \u003cp\u003eThe mean and standard deviation (SD) scores for the response scores were 3.6 (1.17).\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(4): Frequencies (n) and percentages (%) for responses to the perception of working environment questions (N\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ1 The working environment allowed me to apply skills earned after evolving the faculty development programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003ePerception of the Program Sessions\u003c/h2\u003e \u003cp\u003eFrequencies and percentages of responses to questions regarding perception of the program sessions are presented in Table ( 5).\u003c/p\u003e \u003cp\u003eThe mean and standard deviation (SD) values for the response scores were 3.9 (0.59).\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(5) : Frequencies (n) and percentages (%) for responses to perception of program sessions questions (N\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ1 It is convenient for me to participate in the sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e63.1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ2 I found myself engaged during the sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e59.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19.4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ3 I am satisfied with the speakers' performance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e64.1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ4 The sessions were effective in encouraging me to evaluate my understanding (e.g., feedback, post-test, response to questions asked) of the topic and to fill any gaps identified\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e59.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ5 The sessions suit my educational needs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e68.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eChallenges facing the implementation of the Faculty Development Program\u003c/h2\u003e \u003cp\u003eFrequencies and percentages of responses to questions regarding challenges facing the application of the FDP are presented in Table\u0026nbsp;(6).\u003c/p\u003e \u003cp\u003eApproximately two-thirds of participants (67%) strongly agreed or agreed that the most important challenge is time limits and busy schedules. This was followed by financial constraints (48.6%), a lack of administrative support (33%), and finally a lack of awareness about FDPs (17.5%).\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(6): Frequencies (n) and percentages (%) for responses to challenges facing the application of FDP questions (N\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabe\" border=\"1\"\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChallenge\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eQ1.Lack of administration support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e27.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eQ2.Time limits and busy schedules\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eQ3.Financial constraints\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e36.9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e20.4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5.8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eQ4.Lack of awareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e42.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e11.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eAssociation between Gender and Perceptions of the Faculty Development Program\u003c/h2\u003e \u003cp\u003eThere was no statistically significant difference between the perception of the FDP, learning environment, working environment, and perception of program sessions in males and females (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e7\u003c/span\u003e. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMean, standard deviation (SD) values and results of Student\u0026rsquo;s t-test for comparison between the perception of the FDP in males and females\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePerception items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003e(n\u0026thinsp;=\u0026thinsp;31)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003e(n\u0026thinsp;=\u0026thinsp;72)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003eP\u003c/em\u003e-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFaculty development program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.243\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWorking environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.370\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgram sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.466\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003cp\u003e*: Significant at P\u0026thinsp;\u0026le;\u0026thinsp;0.05\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eAssociation between Age Category and perceptions of the faculty Development Program\u003c/h2\u003e \u003cp\u003eThere was no statistically significant difference between the perception of the FDP, learning environment, working environment, and perception of program sessions in participants with different age categories (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e8\u003c/span\u003e. Figure\u0026nbsp;2).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMean, standard deviation (SD) values and results of one-way ANOVA test for comparison between the perception of the FDP in different age categories\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerception items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge category\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e\u003cem\u003eP\u003c/em\u003e-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eFaculty development program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 30 years (n\u0026thinsp;=\u0026thinsp;13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"3\" nameend=\"c7\" namest=\"c6\" rowspan=\"4\"\u003e \u003cp\u003e0.276\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39 Years (n\u0026thinsp;=\u0026thinsp;39)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;49 Years (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 years and above (n\u0026thinsp;=\u0026thinsp;19)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eLearning environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 30 years (n\u0026thinsp;=\u0026thinsp;13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"3\" nameend=\"c7\" namest=\"c6\" rowspan=\"4\"\u003e \u003cp\u003e0.294\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39 Years (n\u0026thinsp;=\u0026thinsp;39)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;49 Years (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 years and above (n\u0026thinsp;=\u0026thinsp;19)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eWorking environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 30 years (n\u0026thinsp;=\u0026thinsp;13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"3\" nameend=\"c7\" namest=\"c6\" rowspan=\"4\"\u003e \u003cp\u003e0.455\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39 Years (n\u0026thinsp;=\u0026thinsp;39)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;49 Years (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 years and above (n\u0026thinsp;=\u0026thinsp;19)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eProgram sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 30 years (n\u0026thinsp;=\u0026thinsp;13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"3\" nameend=\"c7\" namest=\"c6\" rowspan=\"4\"\u003e \u003cp\u003e0.755\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u0026ndash;39 Years (n\u0026thinsp;=\u0026thinsp;39)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;49 Years (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 years and above (n\u0026thinsp;=\u0026thinsp;19)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003cp\u003e*: Significant at P\u0026thinsp;\u0026le;\u0026thinsp;0.05\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eAssociation between qualifications and perceptions of the Faculty Development Program\u003c/h2\u003e \u003cp\u003eThere was no statistically significant difference between the perception of the FDP, learning environment, working environment, and perception of program sessions in participants with different qualifications.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eWe sought to understand the perception of FDPs among staff in health and medical faculties. Specifically, we investigated their perspectives on knowledge acquisition, their views of the learning and working environment, and the challenges they believe affect the program's implementation. We reviewed previous research (\u003cspan additionalcitationids=\"CR41 CR42\" citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e)aimed at exploring staff perceptions of FDP in a healthcare setting, and found that participants generally perceive FDP as valuable for improving their professional roles which aligns with our study.\u003c/p\u003e \u003cp\u003eApplying the conceptual framework, we observed that participants' high perception of knowledge and skill acquisition serves as a measure for behavior change. We propose that positive perceptions indicate that participants are more likely to apply the skills they\u0026rsquo;ve learned in their work. This claim is supported by Singh et al. (2014), who emphasize that the goal of faculty development is to facilitate the application of skills in the workplace, as there is a growing focus on the \"transfer of training\" among health professionals. Our study indicates that participants' attitudes toward the training significantly impact their willingness to engage with the program and apply what they have learned. Attitude toward behavior is defined as the positive or negative feelings an individual has regarding a specific behavior. This attitude is shaped by their beliefs about performing the behavior and their evaluation of the associated outcomes (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e). Thus, a positive attitude (perception) of participants towards FD suggests they are more likely to transfer the knowledge and skills gained during the program into their practice, ultimately contributing to the program's success and its impact on student learning outcomes.\u003c/p\u003e \u003cp\u003eOur study findings showed that a significant number of participants reported improved teaching performance, which aligns with previous research showing that health professionals enhance their teaching skills (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e)and student assessment abilities after completing the FDP activities (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). While clinical and research practice abilities were moderately perceived among the participants, scientific publication perception was lower, with 43.7% of participants responding neutrally. These findings were supported by Lee et al. (2010), who attributed low research output to the lack of structured research training, insufficient mentorship, and inadequate institutional support(\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e). On the other hand, collaborative skills and overall career improvement were positively perceived; this underscores the value of faculty development in fostering collaboration as a core skill in achieving long-term change in health education. By enhancing these collaborative skills, FDPs not only contribute to individual career growth but also facilitate the successful implementation of educational innovations in clinical settings. Furthermore, findings illustrate that FDPs not only enhanced knowledge and skill acquisition but also increased participants' commitment to their institute, findings consistent with Campion et al. (2016) who found that participants felt more committed to their institution after engaging in FDP activities, perceiving this commitment because of the institution\u0026rsquo;s investment in their professional growth (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e). The FDP fostered stronger institutional connectivity, suggesting that effective development programs contribute to both professional growth and institutional loyalty.\u003c/p\u003e \u003cp\u003eOur findings highlighted that most participants reported high satisfaction with the program sessions, program organization, and found the work environment supportive of applying the skills they had gained. This finding corresponds with Burgess et al. (2019) study, who argue that organizational support within the faculty development program facilitated alignment between participants' experiences and the program's intended outcomes, which in turn enabled active engagement and practical application of the learned skills (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). This proves the claim that the satisfaction of the participants observed in the study is closely related to the effective execution of the program.\u003c/p\u003e \u003cp\u003eIdentifying the challenges faced by participants was a crucial part of this study, particularly because it was conducted in a resource-limited setting. By highlighting these barriers, the study stresses the importance of developing strategies that address resource shortages while maintaining program sustainability. Interestingly, time constraints emerged as the most cited challenge; similarly, Puri et al. (2012) identified time as a major factor hindering staff participation in FDPs (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e), attributing this challenge to clinical load and administrative tasks (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e). This highlights the need for a flexible schedule for the FDP and the incorporation of asynchronous activities to facilitate greater staff engagement.\u003c/p\u003e \u003cp\u003eWhile this study offers important insights into faculty perceptions toward FDPs in Sudan, there are several limitations to consider. One limitation is that this study does not represent a comprehensive program evaluation, as it primarily focuses on capturing staff perceptions. The survey design could serve as a part of a larger evaluation program, combined with other methodologies for a more thorough assessment in the future. Our sample size comprised of 134 potential participants, with 103 respondents, which may limit the generalizability of the findings. Furthermore, the study was conducted at a single institution due to the project\u0026rsquo;s individual effort, which may overlook the diverse experiences of faculty members across different settings. Future research should consider these limitations and aim for a broader, multi-institutional approach to better understand FD needs and experiences in Sudan.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eUnderstanding staffs perceptions of FDPs is critical to the program evaluation process. This study is considered a micro-evaluation framework that aims to provide broad insights into the effectiveness of FDPs, not only at the staff level but also at the institutional level, while addressing challenges that hinder standardized implementation. Although implementation of program evaluation faces challenges in resource-limited settings, this framework can serve as a tool for FDP sponsors that offer a holistic picture of FDP value. Given the positive impact of FDPs on participants\u0026rsquo; behaviors and skills, institutions should continue investing in such programs, and using diverse methodologies for FDP evaluation should be a priority for institutions seeking to enhance educational quality and professional competencies.\u003c/p\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eRecommendations:\u003c/h2\u003e \u003cp\u003eWe recommend that future studies adopt appropriate mixed methods approaches to better understand stakeholders' priorities and needs for further improvement of the program. We further suggest providing more detailed insights into the challenges encountered when designing surveys, with a clearer distinction between the factors that facilitate faculty participation and those that hinder the implementation of the programs.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eConflict of interest:\u003c/h2\u003e \u003cp\u003eNo conflicts of interest influenced the integrity of the research findings.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding :\u003c/h2\u003e \u003cp\u003eNo funding was received for this study\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.A : Conceptualization, Methodology, analysis, resources, writing - original draft, visualization. A.B: writing-review and editing\u003c/p\u003e\u003ch2\u003eAcknowledgment:\u003c/h2\u003e \u003cp\u003e We would like to acknowledge Dr. Khalid Keraa, and Dr. Elmontasir Taha, as well as the administrators and staff members who participated in the survey at the National University for their valuable contributions.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data supporting the findings of this study are available within the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eIqbal MZ, Al-Eraky MM, AlSheikh MH. Designing Entrustable Professional Activities for Training Health Professional Educators: a Review of Current Practices. Med Sci Educ. 2018;28(4):797\u0026ndash;802. \u003c/li\u003e\n\u003cli\u003eRamani S, Leinster S. AMEE guide no. 34: Teaching in the clinical environment. Med Teach. 2008;30(4):347\u0026ndash;64. \u003c/li\u003e\n\u003cli\u003eSteinert Y, Mann K V. 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BMC Med Educ. 2024 Dec 1;24(1). \u003c/li\u003e\n\u003cli\u003eAccreditation Council for Graduate Medical Education Glossary of Terms. 2024. \u003c/li\u003e\n\u003cli\u003eCook DA. Twelve tips for evaluating educational programs. Med Teach. 2010;32(4):296\u0026ndash;301. \u003c/li\u003e\n\u003cli\u003eFrye AW, Hemmer PA. Program evaluation models and related theories: AMEE Guide No. 67. Vol. 34, Medical Teacher. 2012. \u003c/li\u003e\n\u003cli\u003eHaji F, Morin MP, Parker K. Rethinking programme evaluation in health professions education: Beyond \u0026ldquo;did it work?\u0026rdquo; Med Educ. 2013 Apr;47(4):342\u0026ndash;51. \u003c/li\u003e\n\u003cli\u003eFernandez N, Aud\u0026eacute;tat MC. Faculty development program evaluation: A need to embrace complexity. Adv Med Educ Pract. 2019;10:191\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eOgden K, Kilpatrick S, Elmer S. Examining the nexus between medical education and complexity: a systematic review to inform practice and research. BMC Med Educ. 2023 Dec 1;23(1). \u003c/li\u003e\n\u003cli\u003eParker K, Sud A. Principles-Focused Evaluation: A Promising Practice in the Evaluation of Continuing Professional Development. Journal of Continuing Education in the Health Professions. 2023;43(4). \u003c/li\u003e\n\u003cli\u003eHorsley T, Regehr G. When are two interventions the same? Implications for reporting guidelines in education. Vol. 52, Medical Education. Blackwell Publishing Ltd; 2018. p. 141\u0026ndash;3. \u003c/li\u003e\n\u003cli\u003eHawe P, Shiell A, Riley T. Complex interventions: how \u0026ldquo;out of control\u0026rdquo; can a randomised controlled trial be? Vol. 328, Medical Journal. 2004. \u003c/li\u003e\n\u003cli\u003eAnderson AW. Truckin\u0026rsquo; Down the Principles-Focused Evaluation Road: A Review of Michael Quinn Patton\u0026rsquo;s Principles-Focused Evaluation: The GUIDE. Vol. 23, The Qualitative Report. 2018. \u003c/li\u003e\n\u003cli\u003eBalmer DF, Anderson H, West DC. Program Evaluation in Health Professions Education: An Innovative Approach Guided by Principles. Academic Medicine. 2023 Feb 1;98(2):204\u0026ndash;8. \u003c/li\u003e\n\u003cli\u003eFahal AH. Medical education in the Sudan: Its strengths and weaknesses. Med Teach. 2007 Nov;29(9\u0026ndash;10):910\u0026ndash;4. \u003c/li\u003e\n\u003cli\u003eSamir ), Ali M, Alredaisy H. Teacher Education Change In Light to the Expanding Higher Education System In Sudan [Internet]. Vol. 9, American Based Research Journal. 2020. Available from: http://www.abrj.org\u003c/li\u003e\n\u003cli\u003eCharlier B, Lambert M. Evaluating the effects of faculty development: theoretical framework and empirical implementation. International Journal for Academic Development. 2020;25(2):162\u0026ndash;75. \u003c/li\u003e\n\u003cli\u003eSharma A, Minh Duc NT, Luu Lam Thang T, Nam NH, Ng SJ, Abbas KS, et al. A Consensus-Based Checklist for Reporting of Survey Studies (CROSS). J Gen Intern Med. 2021 Oct 1;36(10):3179\u0026ndash;87. \u003c/li\u003e\n\u003cli\u003eAhmed MH, Ahmed M, Taha MH, Almobarak AO, Osman WN, Abdullah ME, et al. Current and future clinical research in Sudan: An opportunity for everyone to choose research in medical education, communicable and non-communicable diseases. Vol. 5, Journal of Public Health and Emergency. AME Publishing Company; 2021. \u003c/li\u003e\n\u003cli\u003eHusain NE, Abdalla ME, Taha MH. Medical education in Sudan: future perspectives. Vol. 6, Journal of Public Health and Emergency. AME Publishing Company; 2022. \u003c/li\u003e\n\u003cli\u003eFahal AH. Continuing professional development in medical \u0026amp;amp; health professions. International Journal of Sudan Research [Internet]. 2010 Jan 15;1(1):29\u0026ndash;33. Available from: https://www.sudanknowledge.org/download/ijsr-v1-n1-2010-continuing-professional-development-health-professions/\u003c/li\u003e\n\u003cli\u003eBurgess A, van Diggele C, Mellis C. Faculty development for junior health professionals. Clinical Teacher. 2019;16(3). \u003c/li\u003e\n\u003cli\u003eBrame JL, Price J, Taylor PM. Academic Leadership Development for Health Professions Programs. J Allied Health. 2022;51(3). \u003c/li\u003e\n\u003cli\u003eWaxman KT, Nichols AA, Shum C, Forsey L. Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence. Int J Nurs Educ Scholarsh. 2019;16(1). \u003c/li\u003e\n\u003cli\u003eDamp JB, Dewey CM, Wells Q, Horn L, Kroop SF, Mendes L. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician. J Med Educ Curric Dev. 2016;3. \u003c/li\u003e\n\u003cli\u003eSingh T, De Grave W, Ganjiwale J, Muijtjens A, van der Vleuten C. Paying Attention to Intention to Transfer in Faculty Development Using the Theory of Planned Behavior. Am J Educ Res. 2014 May 26;2(6):361\u0026ndash;5. \u003c/li\u003e\n\u003cli\u003eDamp JB, Dewey CM, Wells Q, Horn L, Kroop SF, Mendes L. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician. J Med Educ Curric Dev. 2016 Jan;3:JMECD.S40798. \u003c/li\u003e\n\u003cli\u003eSarikaya O, Kalaca S, Cali S. A Personal View The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines. Adv Physiol Educ. 2010;34:35\u0026ndash;40. \u003c/li\u003e\n\u003cli\u003eLee KC, El-Ibiary SY, Suchanek Hudmon K. Evaluation of research training and productivity among junior pharmacy practice faculty in the United States. J Pharm Pract. 2010;23(6):553\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eCampion MW, Bhasin RM, Benjamin EJ. Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality? HHS Public Access. Vol. 30. 2016. \u003c/li\u003e\n\u003cli\u003ePuri A, Graves D, Lowenstein A, Hsu L. New Faculty\u0026rsquo;s Perception of Faculty Development Initiatives at Small Teaching Institutions. ISRN Education. 2012;2012:1\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eSteinert Y, McLeod PJ, Boillat M, Meterissian S, Elizov M, MacDonald ME. Faculty development: A \u0026ldquo;Field of Dreams\u0026rdquo;? Med Educ. 2009;43(1):42\u0026ndash;9. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-5677321/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5677321/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eFaculty Development Programs (FDPs) are an integral part of institutional priorities to support staff members in leveraging the skills necessary to deliver quality education and enhance the overall learning experience. Little is known about their impact in resource-limited settings. Therefore, the objective of this study was to evaluate the perception of medical and health faculties toward FDP by exploring staffs’ views on their performance, learning environment, and challenges that hinder the program’s implementation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod:\u003c/strong\u003e Data were collected through a survey of faculty members to assess participants’ perceptions of the CPD programs\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResult:\u003c/strong\u003eThere was a 77% response rate (n=103) to the survey from the targeted sample size of 134. . The majority of the staff members (90.3%, n = 93) perceive FDP activities as beneficial for enhancing their teaching abilities, while 70.9% (n = 73) see improvement in research practices, and 54.4% (n = 56) observe benefits to their clinical skills. Fewer respondents (46.6%, n = 48) reported improvements in their scientific publications. However, several challenges were identified with time constraints perceived as a major obstacle to effective program implementation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion:\u003c/strong\u003eIn a resource-limited setting, evaluating the program's effectiveness plays a pivotal role in improving its activities. Providing additional resources, enhancing institutional support, and improving accessibility to activities can strengthen the program’s success, ultimately benefiting both staff and students.\u003c/p\u003e","manuscriptTitle":"Exploring Faculty Development Initiatives in Medical Education in resource-limited settings: Perspectives and Challenges","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-26 06:18:24","doi":"10.21203/rs.3.rs-5677321/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-12-26T05:44:54+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-12-20T14:18:52+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-12-20T14:18:31+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-12-19T13:44:58+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4db6c214-8fdb-4298-9b8f-9f1a24ad0592","owner":[],"postedDate":"December 26th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-11-03T16:09:17+00:00","versionOfRecord":{"articleIdentity":"rs-5677321","link":"https://doi.org/10.1186/s12909-025-07848-7","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-10-27 15:58:16","publishedOnDateReadable":"October 27th, 2025"},"versionCreatedAt":"2024-12-26 06:18:24","video":"","vorDoi":"10.1186/s12909-025-07848-7","vorDoiUrl":"https://doi.org/10.1186/s12909-025-07848-7","workflowStages":[]},"version":"v1","identity":"rs-5677321","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5677321","identity":"rs-5677321","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}