IMPACT OF STRUCTURED MEETINGS ON THE LEARNING OF FACULTY MEMBERS
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Keywords:
Structured meeting, Problem based learning, Faculty development.
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Abstract
Objective: To determine impact of structured meetings on learning and faculty development
Methodology: The observational cross sectional study was conducted at Bahria University Medical &
Dental College from October 2010 to March 2011. Feed back of all faculty members of university was
acquired on weekly structured meeting (with alternating theme of journal club and problem based scenario
presentation) by a self reported questionnaire. The responses obtained on a 5-point Likert scale were
divided into two groups; I, senior faculty (professors, associates and assistants) II, junior faculty
(lecturers). Chi square test was applied to compare categorical variables and results considered significant
with p value< 0.05.
Result: 49 faculty members; 15 in Group I and 34 in Group II responded, 90% respondent considered it to
be a healthy activity. Senior faculty agreed to the usefulness of structured meetings in terms of faculty
development, social interaction, provision of learning opportunities, upgrading of presentation,
communication, listening and critical appraisal skills, understanding of biostatistics, self awareness,
personal productivity and tolerance to listen to criticism more than the junior faculty (p-value 0.000).
Conclusion: The perception regarding weekly structured meeting indicated that it enhanced faculty's
knowledge, improved presentation skills, enhanced confidence level, developed positive attitudes and
promoted educational leadership qualities in the faculty all through interaction and dialogue.
Methodology: The observational cross sectional study was conducted at Bahria University Medical &
Dental College from October 2010 to March 2011. Feed back of all faculty members of university was
acquired on weekly structured meeting (with alternating theme of journal club and problem based scenario
presentation) by a self reported questionnaire. The responses obtained on a 5-point Likert scale were
divided into two groups; I, senior faculty (professors, associates and assistants) II, junior faculty
(lecturers). Chi square test was applied to compare categorical variables and results considered significant
with p value< 0.05.
Result: 49 faculty members; 15 in Group I and 34 in Group II responded, 90% respondent considered it to
be a healthy activity. Senior faculty agreed to the usefulness of structured meetings in terms of faculty
development, social interaction, provision of learning opportunities, upgrading of presentation,
communication, listening and critical appraisal skills, understanding of biostatistics, self awareness,
personal productivity and tolerance to listen to criticism more than the junior faculty (p-value 0.000).
Conclusion: The perception regarding weekly structured meeting indicated that it enhanced faculty's
knowledge, improved presentation skills, enhanced confidence level, developed positive attitudes and
promoted educational leadership qualities in the faculty all through interaction and dialogue.
Article Details
How to Cite
1.
Usmani A, Rehman R, Babar S, Afzal A. IMPACT OF STRUCTURED MEETINGS ON THE LEARNING OF FACULTY MEMBERS. J Postgrad Med Inst [Internet]. 2012 Jun. 29 [cited 2024 Apr. 19];26(3). Available from: https://jpmi.org.pk/index.php/jpmi/article/view/1302
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