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Table 1 Assessment of teacher self-efficacy before and after participation in a series of faculty development programmes provided by the Khesar Gyalpo University of Medical Sciences of Bhutan, 2017–2018

From: Impact of faculty development programme on self-efficacy, competency and attitude towards medical education in Bhutan: a mixed-methods study

 Before FDPsAfter FDPsChi-square p-value
Not efficaciousEfficaciousNot efficaciousEfficacious
n(%)n(%)n(%)n(%)
Teach all relevant subject content to even the most difficult students5(28)13(72)2(11)16(89)0.016
Maintain a positive relationship with students even when tensions arise1(6)17(94)0(0)18(100)
Reach even the most difficult students3(17)15(83)1(6)17(94)0.645
Become more capable of helping to address my students’ needs0(0)18(100)0(0)18(100)
Maintain my composure and continue to teach well even when I am disturbed0(0)18(100)0(0)18(100)
Responsive to my students’ needs even if I am having a bad day1(6)17(94)0(0)18(100)
Exert a positive influence on both the personal and academic development of my students1(6)17(94)0(0)18(100)
Develop creative ways to cope with system constraints and continue to teach well3(17)15(83)2(11)16(89)0.001
Motivate my students to participate in innovative projects2(11)16(89)0(0)18(100)
Carry out innovative projects even when I am opposed by sceptical colleagues4(22)14(78)0(0)18(100)
  1. Boldface entries are statistically significant