Genel Tıp Dergisi (Aug 2022)
Faculty Members’ Evaluations Regarding the Faculty Development Program Conducted with the Hybrid Learning Method
Abstract
Objective This study aims to determine faculty members’ feedback and the level of satisfaction about the faculty development program carried out with the hybrid learning method at Selçuk University Faculty of Medicine (SÜTF) and compare faculty members’ satisfaction levels regarding face-to-face and online sessions. Material and Methods The Faculty Development Program has been carried out since 2010 and updated with program evaluations as well as faculty members’ needs and expectations. In the COVID-19 pandemic era, distance education and hybrid education sessions were added to the program. The renewed faculty development program was conducted in June 2021 with a hybrid learning method, eight sessions both face-to-face and online and six sessions online only. The feedback of the participants was obtained through online questionnaires consisting of structured items rated with Likert-type scales (1: Strongly disagree – 5: Strongly agree and 0: Very poor – 10: Very good) and semi-structured items. Results Fifty faculty members participated in the program and 30 (60.0%) answered the research questionnaires. Faculty members reported a total of 170 session participation, 140 (82.4%) face-to-face and 30 (17.6%) online. It was determined that the participants' satisfaction levels about the faculty development program sessions was high and very high (min=4.05±0.99 ; max=5.00±0.00). It was also found that there is no statistically significant difference between faculty members evaluations for online or face-to-face participation in the training sessions. Participants reported that their overall evaluation of the program was very good (9.33±0.65). Conclusion The SÜTF Faculty Development Program, designed in accordance with the COVID-19 conditions, has been successfully implemented using the hybrid method. The positive feedback of faculty members and the fact that online or face-to-face participation in the sessions does not make a difference in their satisfaction levels is considered as an important development for the implementation of the forthcoming faculty development program using the hybrid method.
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