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Table 1 Participants’ responses regarding their perceptions of their experiences that related to ‘Organisational support’

From: A longitudinal faculty development program: supporting a culture of teaching

Organisational support: Learning experience sits appropriately within the curriculum, with opportunities to participate in practice.
Formal training
 Participants found the formal training prior to TBL classes, and professional development activities throughout the year, a valuable component of the CTF program
“I thought that was a really good set up on the first night of when they went through everything. I felt confident going into it”.
“Training in TBLs. Hearing from people who have careers in medical education, role play and teaching techniques, visiting speakers”.
Preparation and Resources
 Participants felt they were provided with support and the resources needed in preparation for the TBL classes.
“The facilitators had a lot of support going into the program with all the resources we had a very clear layout of how it was going to be, and the class was planned out. It was a lot of work (preparing), but it pays off on the day”.
Learning methods in workshops
 Participants felt supported with the training that was provided on different pedagogies within education.
I enjoyed my session where we taught each other using different teaching techniques”
Learning about the pedagogy of TBL, and other teaching methods …. Learning a new model of delivering medical education”.
Mix of formal and informal training and professional development activities
 Participants found it beneficial to have a mix of formal and training sessions, and practice in TBLs. However, some participants felt an online component of the program would provide a valuable addition to the program.
“It was a nice mix of formal learning about teaching methods and having the opportunity to be involved with TBLs and observe how they run and to work with people who’ve done it before”.
“I think these kind of nights of having the mentorship aspect was really valuable and even informally. And then actually doing the TBL sessions was quite rewarding”.
“Having the formal training nights where you get to hear people who have gone before in that path, and take their advice, and just meeting other fellows as well, that’s really helpful”.
“It would be useful to have some way to reiterate what we’re learning into how we access this program. So being able to go online, and answer some questions about it afterwards to demonstrate what we learnt”.
Content revision
 Participants found that the revision of content required to teach TBLs was relevant to their own learning. The clinicians revised the basic science knowledge, and the basic scientists learnt how their knowledge was applied to a clinical context.
“It was useful to revise topics (basic science) relevant to my own learning and provide a clinical context to students”.
“Refreshing my knowledge of the science underpinning the clinical aspects”.
Structure and formality of the CTF program
 The structure and formality of the CTF program provided links to junior clinical staff and basic scientist that might not otherwise exist in the large teaching hospitals.
 Participants valued the formal recognition the CTF program provided, as well as recognition of their contributions to teaching.
“The teaching opportunities can get lost at big hospitals, so it is nice to have the opportunity presented to you”.
“I think being able to put something like that on your CV for an academic CV is quite useful, so it’s a lot more recognition that you just doing teaching”.
“The acknowledgement of teaching contributions in TBLs by way of a formalised program.”