2026· Revista Brasileira de Educação Médica· Vol 50· 0 citations· 15 references
TL;DR
A national postgraduate course model in pedagogical competencies is described, to characterize the sociodemographic and educational profile of participants involved in medical residency programs, and to analyze changes in self-reported pedagogical competencies before and after course completion.
Abstract
ABSTRACT Introduction: Developing pedagogical competencies of health professional’s educators is complex and requires continuous evaluation to ensure effectiveness and sustainability. Objective: To describe a national postgraduate course model in pedagogical competencies, to characterize the sociodemographic and educational profile of participants involved in medical residency programs, and to analyze changes in self-reported pedagogical competencies before and after course completion. Methods: This cross-sectional study included faculty and preceptors selected through a national public call, comprising three cohorts of a postgraduate course, with 45 places distributed across nine regional divisions of the Brazilian Association of Medical Education. Eligible participants were actively involved in medical residency programs. All participants completed baseline questionnaires addressing sociodemographic characteristics and professional background. Participants from the first cohort that had completed the course additionally performed self-assessment of pedagogical competencies in four domains: role as educator, relationship with learners, teamwork, and assessment systems. These evaluations were conducted before and between one and six months after course completion. Comparisons were performed using the Wilcoxon signed-rank test. Results: Of 261 selected candidates, 97 (71.85%) filled the 135 available places, representing all regions of the country. Among these, 62 (63.91%) were involved in medical residency programs, predominantly physicians (74.22%). Regarding institutional affiliation, 29.03% worked exclusively in public institutions and 19.35% exclusively in private institutions. In terms of academic qualifications, 29.03% held a doctoral degree and 40.32% a master’s degree. Half of the participants had more than 20 years of experience in preceptorship. In the first completed cohort (n=30), self-assessment demonstrated significant improvements across all pedagogical competency domains (p < 0.001). Conclusion: The proposed training model proved feasible, with low dropout rates and promotion of geographical equity at a national level, despite some unfilled places. The observed improvement in self-reported pedagogical competencies suggests a meaningful contribution to enhancing the quality of medical residency training and education.
ABSTRACT Introduction: Mentoring programs have been increasingly implemented in medical schools as strategies to support students’ academic and personal development, contributing to a more comprehensive medical education. However, challenges related to students’ awareness of mentoring activities and engagement in these programs may limit their effectiveness. Objective: To analyze medical students’ perceptions of the institutional Mentoring Program at the Centro Universitário do Estado do Pará (CESUPA) as a strategy to promote comprehensive medical education. Methods: This was a cross-sectional observational study with a quantitative approach conducted among medical students at CESUPA. Data were collected through a structured questionnaire developed by the authors and applied online via Google Forms. The estimated sample size was 275 participants, and 159 valid responses were obtained. Data were analyzed using descriptive statistics, including absolute and relative frequencies. Results: Among the participants, 40.9% reported being unaware of the activities offered by the mentoring program, and 62.3% stated that they had never participated in its activities. Additionally, 19.5% of students did not know who their mentor was, and 66.7% considered the program’s dissemination insufficient. Regarding the temperament questionnaire proposed by the program, 69.8% of students reported not having completed it. Participants suggested improving communication strategies, creating direct communication channels between mentors and mentees, and promoting discussions related to academic and professional planning. Conclusion: The findings indicate that although the mentoring program represents a relevant strategy to support comprehensive medical education, challenges remain regarding students’ awareness of the program and their engagement in its activities. Strengthening institutional communication strategies and fostering closer interaction between mentors and mentees may help increase student participation and enhance the benefits of mentoring in medical education.
Luíza Arouck Lourenço Tavares, R. Peres, Anna Camila Alves Franco Moutinho et al.· Revista Brasileira de Educaç...· 0 citations
INTRODUCTION
Although faculty development programs are widely implemented and evaluated, there is a need to move beyond short-term outcomes with a focus on local contexts. This study applied the New World Kirkpatrick Model to conduct a structured, theory-informed evaluation of a longitudinal certificate program for clinical faculty and senior trainees.
METHODS
The Healthcare Education Scholars Program, is an eight-month longitudinal certificate program at the University of Ottawa developed to address career advancement, professional identity, and educational leadership by offering clinical faculty and senior residents structured training in these topics. A retrospective survey was sent to 209 graduates (2009-2023). Quantitative data were descriptively analyzed, and open-ended responses were coded and mapped to the Kirkpatrick levels.
RESULTS
The response rate was 35%. Respondents reported high satisfaction with course organization and content (Level 1). Most respondents perceived gains in teaching skills and curriculum development (Level 2), with many applying these skills in educational roles and scholarship (Level 3). Career advancement, leadership roles, and enhanced professional identity were also reported (Level 4).
DISCUSSION
This theory-informed evaluation responds directly to calls for more rigorous, mechanism-oriented curriculum research by demonstrating how the New World Kirkpatrick Model can illuminate learning processes, behavior change, identity development, and career advancement within a longitudinal faculty development program. Future research should explore comparative outcomes and strategies to enhance inclusivity and improve scholarly productivity.
Timothy J. Wood, Ripa Akter, Douglas Archibald et al.· Journal of Continuing Educat...· 0 citations
Residents serve as frontline educators in contemporary healthcare systems, yet formal preparation for this role remains uncommon globally. The persistent gap between teaching responsibility and structured institutional support represents a significant concern for educational quality, resident professional development, and patient safety. To synthesize the current evidence on residents’ involvement in teaching, their perceptions of the educator role, factors influencing teaching effectiveness, and the outcomes of formal Residents as Teachers (RaT) programs. A structured narrative review was conducted using PubMed, Embase, and ERIC from 2010 to 2025, guided by a PCO (Population, Concept, Outcome) framework. Studies involving medical or surgical residents in postgraduate years 1–6 examining teaching roles, perceptions, or RaT program outcomes were included. Systematic reviews and studies focused on faculty or undergraduate populations were excluded. The screening and reporting process was informed by PRISMA principles; narrative synthesis with thematic organization was applied. Thirty-two studies met inclusion criteria, yielding four interconnected themes: (1) residents universally recognize teaching as central to their professional identity yet carry substantial informal teaching loads without formal preparation; (2) institutional culture, prior experience, and motivational profiles significantly shape teaching effectiveness; (3) residents across specialties and regions consistently request structured training with explicit objectives; and (4) longitudinal, integrated programs produce more durable skill gains than brief stand-alone workshops. Despite substantial informal teaching activity, residents remain underprepared for their educator role. Structured, longitudinal RaT programs are needed, particularly in under-researched healthcare systems, where unique cultural, institutional, and workforce characteristics call for locally developed approaches.
Lateefa Mohamed AlMarzooqi, N. Goswami· BMC Medical Education· 1 citation
Medical education in India is undergoing a transition with the introduction of Competency-Based Medical Education (CBME) by the National Medical Commission. CBME represents a shift toward outcome-oriented, learner-centered training that aims to produce competent Indian Medical Graduates (IMGs) through structured competencies, formative assessment, and continuous feedback. Despite its potential benefits, implementation across medical institutions has encountered several challenges. To explore medical faculty perceptions regarding CBME and to identify key challenges encountered during its implementation. A qualitative study was conducted over two months (June–July 2024) among first-phase faculty members involved in implementing the CBME curriculum at a medical college. In-depth interviews were conducted with 12 faculty members after obtaining informed consent. Data were analyzed using thematic analysis of open-ended interviews. Faculty perceived CBME as a positive reform that enhances skill development, encourages learner-centered teaching, and improves students' early clinical exposure and clinical preparedness. However, significant challenges were identified, including inadequate faculty strength, insufficient training, limited infrastructure and logistical support, time constraints due to fixed schedules, and a lack of uniformity in assessment and implementation across institutions. Although faculty perceptions toward CBME were largely positive, its successful implementation requires focused faculty development, adequate human and infrastructural resources, structured student orientation, and standardized implementation strategies across medical colleges.
Ginni Agrawal, Satpinder Jit Mohan, P. Jain et al.· Journal of Community Medicin...· 0 citations
Objective: This study aimed to evaluate the course content of Certificate Courses in Health Professions Education (CHPE), examine practical utilization of pedagogical approaches and curricular designs by the certified faculty, and determine tangible impact of CHPE on teaching and assessment practices among faculty members in public and private institutions.
Method: Descriptive observational study design was used. The study included Public and Private institutes conducting CHPE programs. Teaching Faculty who has completed CHPE were included. The data was collected from faculty members who completed the CHPE program before the year 2024. The duration of the study was December 2023 to March 2024.
Results: A total of 200 faculty completed the questionnaire (response rate 71%). An approximately equal number of faculty were from private and public institutions. There were more females (71%) than males (29%). The findings indicated that the CHPE courses majorly covered teaching and assessment methods, with less focus on curriculum development. Faculty perceived that applying Affective domain (65%) and new teaching methods (45%) in their teaching practices was a challenge. Moreover, time constraints (54%) and lack of Institutional support (50%) were barriers that hindered faculty application of knowledge gained through CHPE programs. Faculty reported improvement in their teaching, assessment, and communication skills and they desired the introduction of advance-level courses.
Conclusion:
This study reports that CHPE courses are playing a crucial role in improving faculty teaching and assessment skills. By highlighting both the effectiveness and the mechanisms underlying course impact, this study informs efforts required to promote such courses and reduce the barriers faculty experienced in applying the learned content. There isneed of faculty development policies that emphasize on pedagogical training, such as student engagement, assessment literacy, and feedback protocols.
Shaur Sarfaraz, Dr Samira Adnan, R. Aftab et al.· Pakistan journal of medicine...· 0 citations
Professionalism skills (PS) including communication, teamwork, and lifelong learning are recognized as core veterinary graduate competencies. However, consensus remains limited regarding which PS are essential and how they should be taught and assessed. More recently, professionalism has also been conceptualized as a longitudinal, identity-forming process extending beyond the acquisition of discrete skills. This study aimed to provide a multinational overview of how veterinary teaching institutions teach and assess PS, and to identify factors influencing the sustainability of professionalism curricula. A mixed-methods study was undertaken to address these aims. Quantitative data were collected through a survey examining current PS teaching, assessment practices, and implementation challenges. Qualitative data were gathered through focus groups and individual interviews, with participants recruited across six Council on International Veterinary Medical Education regions. In total, 95 survey responses were analyzed. Most respondents (93%) reported that PS are currently embedded in their curricula, 3% planned to introduce them within 5 years, and 4% reported no inclusion. Among institutions delivering PS, 44% used a hybrid delivery model combining standalone modules with integration across existing courses. Communication skills were the most frequently taught and were commonly delivered using interactive and teaching-led approaches. Ethics and welfare, along with evidence-based veterinary medicine, were most often assessed through written assessments. Barriers to sustaining PS programs included inadequate educator training (46%), limited curriculum space (44%), and insufficient faculty engagement (39%). Five focus groups and five interviews were conducted. Thematic analysis identified the importance of educational champions, institutional support for curriculum change, stakeholder perspectives, and the influence of the hidden curriculum. Participants emphasized the need for educator support and networks to sustain professionalism within the curriculum. This study provides the first multinational overview of PS education in veterinary curricula, underscoring the importance of educator support and institutional approaches to sustain professionalism as a core, identity-forming component of veterinary education.
Susan Rackard, Talia Guttin, D. Cashman et al.· Journal of Veterinary Medica...· 0 citations