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Mojtahedzadeh R, Mohammadi A. Concise, intensive or longitudinal medical education courses, which is more effective in perceived self-efficacy and development of faculty members?. Med J Islam Repub Iran. 2016;30:402
Mojtahedzadeh, R., & Mohammadi, A. (2016). Concise, intensive or longitudinal medical education courses, which is more effective in perceived self-efficacy and development of faculty members?. Medical journal of the Islamic Republic of Iran, 30402.
Mojtahedzadeh, Rita, and Mohammadi, Aeen. "Concise, intensive or longitudinal medical education courses, which is more effective in perceived self-efficacy and development of faculty members?." Medical journal of the Islamic Republic of Iran vol. 30 (2016): 402.
Mojtahedzadeh R, Mohammadi A. Concise, intensive or longitudinal medical education courses, which is more effective in perceived self-efficacy and development of faculty members?. Med J Islam Repub Iran. 2016 Jul 24;30:402. eCollection 2016. PMID: 27683643; PMCID: PMC5038990.
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Med J Islam Repub Iran. 2016 Jul 24;30:402. eCollection 2016.

Concise, intensive or longitudinal medical education courses, which is more effective in perceived self-efficacy and development of faculty members?.

Medical journal of the Islamic Republic of Iran

Rita Mojtahedzadeh, Aeen Mohammadi

Affiliations

  1. MD, MPH, PhD, Department of E-learning in Medical Education, Virtual School, Center of Excellence for E-learning in Medical Education, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
  2. MD, MPH, PhD, Department of E-learning in Medical Education, Virtual School, Center of Excellence for Elearning in Medical Education, Tehran University of Medical Sciences, Tehran, Iran. [email protected].

PMID: 27683643 PMCID: PMC5038990

Abstract

BACKGROUND: Teachers' self-efficacy and development may be conceptualized as their beliefs in their own ability to plan, organize and carry out activities that are required to attain educational goals. In this study, we examined the effect of different medical education training courses (six-day, one- month short- term and sixmonth long- term courses) on perceived self-efficacy and development.

METHODS: This before-after quasi-experimental study was performed on 39 faculty members of Tehran University of Medical Sciences who participated in faculty development courses in 2013. We used valid and reliable scales to measure their perceived self-efficacy and empowerment.

RESULTS: The results revealed a significant increase in faculty members' perceived self-efficacy in pre and posttests in one-month and six-month courses, but no significant difference was found in the six-day course (p=0.004, p<0.001 and p=0.235, respectively). These results were the same for perceived empowerment (p<0.001, p<0.001 and p=0.716 for one-month, six-month and six-day courses, respectively). A significant difference was detected in perceived self-efficacy and participant empowerment components based on the training course (p=0.005; Wilk's Λ=0.345, Partial η2=0.413).

CONCLUSION: This study revealed that long- term courses were more effective than the short- term ones. Thus, longitudinal courses are recommended for more effectiveness.

Keywords: Education; Faculty Development Programs; Medical; Power (Psychology); Self-Efficacy

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