Evaluating the impact of faculty development programs at the workplace by using Reflective Critique writing technique

Abstract Background The professional development of faculty members is essential for improving the quality of education. Faculty development programs play a very vital role in continued professional development of faculty. Reflective Critique writing is an important tool for evaluation of faculty development programs as it provides opportunities for self-reflection, self-critique and self-awareness. The experience of Reflective Critique writing needs to be explored in order to encourage the faculty to engage in Reflective Critique writing and improve their personal & professional growth. Aim of study Was to determine the effectiveness of Reflective Critique writing in improving the teaching skills of medical teachers after a formal faculty development training & to explore the experience of faculty members using Reflective Critique technique to improve their teaching skills after a formal faculty development training. Method It was a Quantitative quasi experimental study design. Purposive sampling technique was used for this study (27 faculty members). Case based learning facilitation skills workshop was conducted as a part of faculty development program in which participants were also trained on writing Reflective Critique texts on the what, so what & now what model. Participants also went through pre & posttest of the workshop & wrote their first Reflective Critique text. First evaluation for seeing improvement in teaching skills, learning transfer & behavior changes with Reflective Critique writing was carried out after 3 months at workplace (round 1) & second evaluation on the same pattern was carried out after 6 months of workshop at workplace (round 2). Participants wrote 3 Reflective Critique texts in total. Results Results included the grading of reflective capacity of participants on REFLECT rubric & comparison of pre & posttest results. REFLECT rubric grading showed that in 3rd Reflective Critique writing almost 80% of the participants became critical reflectors, participants reflective capacity improved gradually (from 1st writing to 3rd writing) from 60% critical reflectors to 80% critical reflectors showing the effectiveness of the training program & increased effectiveness of teaching skills, learning transfer & behavior change at workplace. Evaluation was taken up to level 3 of the Kirkpatrick model of evaluation. Results of pre & posttest showed marked improvement in posttest results with a significant p-value indicating the success of intervention. Hence the data analysis showed the improved teaching skills, enhanced learning transfer at workplace with a positive behavior change which clearly indicated the effectiveness of Reflective Critique in improving the teaching skills of the participants & behavior change at workplace as well as their personal & professional development. Conclusion Reflective Critique writing enabled the participants to get a deeper critical evaluation of the faculty development program, which in return enhanced their overall performance at workplace.