Pedagogical Impact on Faculty by Certification in Health Professions Education

Abstract

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.