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Abstract: Structured faculty development is
important for strengthening the pedagogical, assessment, leadership, and
scholarly competencies of medical educators. In Myanmar, Diploma in Medical
Education (Dip.Med.Ed.) programmes are delivered by the University of Public
Health (UPH), Yangon and the Defence Services Medical Academy (DSMA), but
comprehensive model-based evaluation across reaction, learning, behavioural
transfer, and institutional results remains limited. This study evaluated
medical educators’ perceptions of training outcomes using the New World
Kirkpatrick Model (NWKM), examined the four-level measurement structure, and
estimated model-consistent associations among the four levels. A quantitative
analytical cross-sectional study was conducted among 209 Dip.Med.Ed. graduates
selected by simple random sampling from a population of 400. Data were
collected at one point in time using a 39-item self-administered five-point
Likert questionnaire. Mean scores were high for Reaction (4.12±0.52), Learning
(4.18±0.53), Behaviour (4.08±0.54), and Results (4.16±0.57). Cronbach’s alpha
ranged from 0.934 to 0.954. The refined CFA showed χ²/df=2.189, RMSEA=0.075,
CFI=0.881, TLI=0.872, and SRMR=0.050; however, the Fornell–Larcker criterion
was not satisfied and the strong inter-construct correlations (r=0.742–0.877)
indicated substantial construct overlap. In the path model, Reaction was
associated with Learning (β=0.868, p<0.001), Learning with Behaviour
(β=0.809, p<0.001), and Behaviour with Results (β=0.617, p<0.001). These
coefficients should be interpreted cautiously because all variables were
self-reported simultaneously and measurement overlap/common-method variance may
have inflated the observed relationships. The findings are compatible with, but
do not establish, the sequential NWKM pathway. Longitudinal, multi-source studies
using objective behavioural and institutional indicators are needed. DOI: http://dx.doi.org/10.51505/ijmshr.2026.10501 |
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