Effectiveness of a Teacher Training Workshop: An Interventional Study

Abstract

Introduction: There is an increasing demand upon medical school faculty to be effective teachers. Faculty development is an important component in medical education, for the institutes to excel. Pre test/post-test evaluation is one of the assessment tools commonly used in many educational workshops. Aim: To conduct a faculty development workshop for two days, and to test the improvement in knowledge of the participants by using pre test and post-test evaluation. Materials and Methods: A two day teacher training workshop was conducted in January 2017. A total of 29 faculty participated in the workshop. The sessions were interactive with several group activities. A pre test with 15 questions was given before the sessions, and the same questions were repeated after the sessions, to test the participants improvement in knowledge. The mean test scores for both pre test and post-test were compared using a Paired t-test. Results: The mean post-test scores (12.552±2.080) showed significant improvement (p<0.001) compared to the mean pre test score (3.655±1.798), using a Paired t-test. The number of incorrect responses per question showed considerable drop: 6.138±2.199 in the pre test and 1.448±1.270 in the post-test. The number of not attempted questions also showed a decrease in the post-test (1±1.414) compared to pre test (5.207±2.896). Conclusion: There was an improvement in the faculty knowledge, as seen on comparison of the pre-test (3.655±1.798) scores with that of the post-test (12.552±2.080) scores. Regular faculty development programs should be conducted.

Keywords

• assessment
• faculty development
• interactive sessions
• pre-test
• post-test