As a Faculty of Medicine and Health Sciences, it is delegated to provide
advanced instruction, research and health care services using advance
technology ,not only that but it is mandated to provide competent leadership.
To achieve this requirement it should prepare development strategy plan to
translate its mandates into action .
The development strategy
plan should focused and identify
programs and projects that need assessment and develop well trained, competent
and skilled professions in health care
and related fields. It is also produce staff capable of performing
responsible research for improving community requirement.
The faculty recognized student-centered teaching and learning as the philosophy that is to be a
Centre of all professional development offerings and opportunities. Taking
inconsideration the result of a needs assessment of faculty development .The
following most three topics are need to be address.
Advance Teaching and Learning program
Teaching and Learning program
From previous analysis of faculty development(SWOT analysis). It was recognized that
the part that needs more attention was teaching and learning program . Faculty development has been effective in
focusing on the value of teaching,
increasing motivation and enthusiasm for teaching, and disseminating skills (Steinert Y., et al 2012).
There are increasing number of faculty members that committed to be
a teachers, faculty need to prepared
them to train students in skills such as problem solving , critical thinking, working
in teams and communicating with others, and finding and analyzing information (
Finelli CJ et al (2008)).
An ineffective teaching can lead to; poor student learning,
high faculty turnover, and ineffective graduates. The faculty will offer a
program which, involves scheduled
meetings , centered on enhancing teaching and learning, with frequent seminars and activities
that provide learning, development, and community building.
Different teaching approach is used
to develop skills required by students .
development of teaching skills, should be included in a comprehensive faculty development plan
and these are responsibility of faculty members and administrators within
colleges (, Guglielo et al.2011)
The purpose of the
Teaching and Learning Program is to encourage and developing faculty teaching
skills in various areas. it design to
quality of instruction
chance for all faculty members to participate
opportunity for discussion and exchange the experience and ideas
interactive learning and ensure integration of the program skills beyond the
a dynamic teaching and learning experience by using classroom discussions
regarding adult learning and education theories.
learning opportunity through contact and cooperation with special interesting
groups in community
The Program will focus in three areas;
Pedagogy, Classroom Management, and Integrating Instructional Technology. The
main topics will be ; skills
related to teaching, learning efficient strategies to motivate
students. efficient teaching methods , improvement
of communication and efficient evaluation of the students’ performance
management ; Topics related to
classroom management will include; create a successful learning environment, cooperative learning environment. prevention of
disruptive behavior and interactive learning ,the
most important topic to be stress on is building positive relationship between students
and teachers .They encourage
to provide their impression about the quality of the education program
instructional technology(Technology enhanced learning) ;
by using multimedia equipment, and integrate
different types of technology in to instructional plan.
Using multimedia equipment in teaching, skills for
improvement and enhancing
scientific research and publication
. Ensuring sensible use of information technology to develop learning
efficiency (Gordon JI, et al 2000).
2. Leadership Development Program.
participants the opportunities to develop leadership
knowledge, skills, and potential effort . They will proceed
toward effective organization,
understanding of and experience in areas such as supervision, conflict
resolution, mediation and negotiation,
addition to providing faculty with essential leadership skills that are
valuable in the classroom and that can enhance teaching and learning,
meet the challenge of developing leaders who understand and support the mission
,faculty should take responsibility and become proactive in
the development of leadership, playing a role in producing the next generation
of community leaders and develop leaders
among faculty, support staff, and administrators.
To deliver structured experience
for faculty professionals the art to develop
proficiency in issues related to academic leadership.
It is intended to meet individual goals and
objectives and prepare the staff to lead effectively and improve organizational
performance. . It is intended to meet
individual goals and objectives and prepare the staff to lead effectively and
improve organizational performance . encourage participants to develop the
leadership skills to improve teaching and innovative learning ,administration
Issues will include:
policy and strategy
skills and leaderships practice
3. Curriculum Development
Purpose of program and
Upgrading of Current curricular Programs and develop new curricular
programs if needed. Curriculum development committee will nominated and work
under the head of medical education center. This committee will review the
current programs ,suggested programs development and options to include areas
in behaviour sciences ,contentious medical education and communications skills
which are very important to innovative curriculum.
Goal and objectives of medical curriculum, Curriculum structures,
Curriculum content and arrangement , Strategies of teaching, Tools used
,Assessments and Management of curriculum.
of the programs
Steering committee will be
nominated and will work under Vice Dean of academic affairs to direct
and oversee the implementation of the Strategic Plan for Faculty Development .
Steering Committee consists of faculty expert
members and heads of various departments . The committee will play a crucial
role in the implementation, delivery and assessment of the program.
of the committee are as follows
to follow up the implementation of new innovative curriculum .
2. To direct the Faculty regarding Effective Teaching and Leading.
To suggest and provide the tools ant
technology used in teaching and learning
To help quality unite for accreditation of the programs
and Educational Outreach.
programs will start during the first semester of 2018, each semester will
offered one course of each three programs. The development of the curriculum
courses will be offered across the academic year.
of professional development activities is a necessary feature that ensures
existing programs and practices are meeting the goals and objectives of the
faculty development plan. A strong evaluation and assessment component will
also help administrators of this program to stay in tune and responsive to the
changing needs of stakeholders, such as: individual faculty members, department
chairpersons, administrators, and academic departments. For assessment
activities to yield useful results, a blend of formative and summative
evaluations that seek to gather data from four levels of program outcomes are
One Reaction Data – measures
participants’ satisfaction with program
Two Cognitive Data – measures
program influences on changes in knowledge and attitudes of participants
Three Behavioral/Performance Data –
measures the activities conducted by the participant after the training that
can be attributed to the development program
Four Outcome Data – measures the
influence of the program on the participant’s career
Pre-Test, Post-Test, Delayed Post-Test
instructors will be asked to administer a brief pre-test and post-test
immediately before and after the session is conducted. The pre-test instrument
will prompt participants to self-assess their existing knowledge of the topic,
perceived utility (walk-away value) of the content in their daily teaching
activities, perceived long-term benefits of workshop content, and their
personal objective(s) for taking the session. The post-test instrument will
prompt participants to rate their satisfaction with the workshop based on what
content was presented, the immediate value of the content in their teaching,
the long-term value of the content to their teaching, how the content fit with
their personal objectives, and any perceived gain in teaching efficacy.
delayed post-test will be sent out at the end of each semester to gather the
same data as the immediate post-test for comparison purposes.
End of Session Evaluation Forms
current form used to evaluate the session and instructor will continue to be
employed at the end of each session.
Professional Development Advisory Committee
advisory committee will be formed with faculty and/or department chair
representation from each department to guide future Faculty Development
Strategic Plan and will evaluate the
current and future goals of the faculty development programs, and making
recommendations for future directions
Faculty Focus Groups
participants will be invited to participate in focus groups during the fall and
spring semesters. These focus groups will be evaluative in nature, offering
participants an opportunity to suggest improvements to the offerings, and
programs for future semesters
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Guglielmo BJ, Edwards DJ, Franks AS, et al (2011). A critical
appraisal of and recommendations for faculty development. Am J Pharm Educ.
Steinert Y,, Naismith L., & Mann K. (2012). Faculty development
initiatives designed to promote leadership in medical education. ABEME
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