Table 2 Assessment of teaching competency before and after participation in a series of faculty development programmes provided by the Khesar Gyalpo University of Medical Sciences of Bhutan, 2017–2018
Before FDPs | After FDPs | Chi-square p-value | |||||||
|---|---|---|---|---|---|---|---|---|---|
Not competent | Competent | Not competent | Competent | ||||||
n | (%) | n | (%) | n | (%) | n | (%) | ||
Communicating effectively with students’ level of knowledge | 0 | (0) | 18 | (100) | 2 | (11) | 16 | (89) | – |
Communicating effectively to bring about behavioural or attitudinal change | 5 | (28) | 13 | (72) | 2 | (11) | 16 | (89) | 0.352 |
Connecting students’ prior knowledge to the learning goals | 3 | (17) | 15 | (83) | 1 | (6) | 17 | (94) | 0.645 |
Engaging students in problem solving and critical thinking | 5 | (29) | 12 | (71) | 1 | (6) | 17 | (94) | 0.331 |
Promoting self-directed reflective learning | 5 | (29) | 12 | (71) | 2 | (11) | 16 | (89) | 0.331 |
Creating physical environment that engages the students | 7 | (41) | 10 | (59) | 1 | (6) | 17 | (94) | 0.388 |
Promoting individual as well as group responsibility | 2 | (11) | 16 | (89) | 1 | (6) | 17 | (94) | 0.716 |
I have adequate subject knowledge | 0 | (0) | 18 | (100) | 2 | (11) | 16 | (89) | – |
Organising teaching lessons in a sequence that supports students’ understanding of the subject matter | 5 | (28) | 13 | (72) | 1 | (6) | 17 | (94) | 0.523 |
Use resources, materials and technologies to make subject matter more accessible | 8 | (44) | 10 | (56) | 2 | (11) | 16 | (89) | 0.094 |
Planning lessons or modifying my instructional plans depending on students’ learning needs | 11 | (61) | 7 | (39) | 1 | (6) | 17 | (94) | 0.412 |
Designing short-term and long-term learning goals to foster students’ learning | 8 | (44) | 10 | (56) | 1 | (6) | 17 | (94) | 0.357 |
Establishing and communicating learning goals to my students | 4 | (24) | 13 | (76) | 0 | (0) | 18 | (100) | – |
Collecting multiple sources of information to assess students’ learning | 8 | (44) | 10 | (56) | 2 | (11) | 16 | (89) | 0.094 |
Involving students to assess their own learning | 9 | (50) | 9 | (50) | 1 | (6) | 17 | (94) | 0.303 |
Communicating with students on their progress of learning | 3 | (18) | 14 | (82) | 2 | (11) | 16 | (89) | 0.486 |
Reflecting on teaching practice and planning professional development | 9 | (50) | 9 | (50) | 1 | (6) | 17 | (94) | 0.303 |
Establishing professional goals and pursuing opportunities to learn more on medical education | 8 | (44) | 10 | (56) | 2 | (11) | 16 | (89) | 0.867 |
Working with colleagues to improve teaching practices | 4 | (22) | 14 | (78) | 3 | (17) | 15 | (83) | 0.612 |
Balancing teaching responsibilities and maintaining motivation | 9 | (50) | 9 | (50) | 2 | (11) | 16 | (89) | 1.000 |