KUMJ | VOL. 10 | NO. 4 | ISSUE 40 | OCT-DEC, 2012
Avenues for Professional Development: Faculty Perspectives from an Indian Medical School
Abraham RR, Pallath V, AM C, Ramnarayan K, Kamath A
Abstract: Background
Medical school faculty in India are challenged to balance teaching and
professional development. Melaka Manipal Medical College (MMMC),
Manipal Campus, Manipal University, India offers the Bachelor of Medicine
and Bachelor of Surgery (MBBS) program. The institution incorporates
certain effective practices based on adult learning principles which are
aimed at fostering the professional development of faculty members.
Objectives
The present study was undertaken to explore the perceptions of faculty
members regarding the scope for professional development at Melaka
Manipal Medical College, Manipal Campus.
Methods
In September 2009, a questionnaire comprising items (23) focusing on
five adult learning principles (active participation, relevant learning,
constructive feedback, safe, non-threatening environment and previous
experiences) was designed and faculty members (n=23) were asked to
respond to it on a 5-point Likert scale. Additionally, a force field analysis was
conducted by asking the faculty to identify three factors which facilitated
them to consciously get involved in professional development activities.
They were also asked to identify three unfavorable factors that hindered
their professional development.
Results
Among the five characteristics, relevant learning was found to have a high
mean score. Frequency analysis of responses revealed that at Melaka
Manipal Medical College, there was ample scope for relevant self-learning
that fosters professional development (91.3%). Force field response
analysis revealed Melaka Manipal Medical College offered considerable
flexibility and opportunities for continuing professional development along
with faculty members’ prevailing role as teachers. Nevertheless, the need
for more research facilities and funds was highlighted.
Conclusions
Adherence to adult learning principles may provide avenues for professional
development in medical schools. An organized attempt to make the
medical school faculty aware of the scope of these practices appears to be
necessary to nurture professional development in settings where there are
resource constraints.
Keyword : Adult learning, professional development, self-directed learning
