Effectiveness of Faculty Development Workshop on Introduction and Development of Student's Portfolio: A Pilot Project

Lubna Rani Faysal; Raheela Yasmin; Ambreen Ansar; Shawana Sharif; Attia Zaman

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Effectiveness of Faculty Development Workshop on Introduction and Development of Student's Portfolio: A Pilot Project

Author(s)

Lubna Rani Faysal Department of Dermatology/Medical Education, Islamic International Medical College, Islamabad, Pakistan

Raheela Yasmin Islamic International Medical College Riphah International University,Islamabad,Pakistan

Ambreen Ansar Department of Community Medicine Wah Medical College,Wah,Pakistan

Shawana Sharif Department of Dermatology Rawalpindi Medical College,Rawalpindi,Pakistan

Attia Zaman Department of Biochemistry Federal Medical and Dental College, Islamabad, Pakistan

Abstract

Objective: To evaluate the effectiveness of faculty development workshop on “Introduction & development of student's portfolio” using first two levels of Kirkpatrick (KP) model. Study Design: A quantitative evaluation study based on evaluation of one day workshop, conducted on 15th November 2019. Place and Duration of Study: The study was conducted at Islamic International Medical College at Department of Medical Education. Materials and Methods: The study aimed to evaluate the efficacy of faculty development workshop on Kirkpatrick's model of program evaluation. A 4-hours workshop was carried at Islamic International Medical College on 15th November 2019. Sampling technique was purposive (n=21). The reaction of the study participants about the training experience was evaluated through a feedback evaluation proforma. The assessment of knowledge was done through MCQs and reflective writing skill was assessed through a checklist based upon framework of Gibbs reflective cycle. Both knowledge and skill were assessed before and after the workshop. The content of pre-test and post-test was same. Results: The knowledge of the participants about portfolio was remarkably increased, from 3.95 ± 1.35 (median=4) in pre-test to 6.23 ±1.17 (median=6) in post-test. The improvement in reflective writing skill was also significant 2.14 ± 0.727 (median=2) in pre-workshop reflection to 4.23 ± 0.70 (median=4) in post-workshop reflection. The Wilcoxon signed rank test showed a significant increase in both knowledge and skill (p-value <0.000). The reaction of the participants showed high percentages regarding content delivery (95%), learning environment (100%) and increase in knowledge (95%) measured on 5-point Likert scale. Conclusion: Faculty development workshop on student's portfolio was highly valued by faculty members. Most of the participants were convinced and ready to start portfolio for learning and assessment of students in the institution.

Publication Details

Page(s) 37-41

DOI DOI not available

Published Journal: Journal of Islamic International Medical College, Volume: 16, Issue: 1, Year: 2021

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Keywords

Portfolio, Faculty development, Kirkpatrick Model, Reflective Writing, Students Learning

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