Title:
How Healthcare Educators Learn: Evaluating Adult Learning Strategies in a Medical Education Diploma

Authors:
Tayzar Hein, Tun Tun Naing, Zaw Phyo, Pyi Hein Kyaw, Tin Tun & Ye Phyo Aung, Myanmar

Abstract:

Background: Faculty development programmes are essential for equipping health professions educators with competencies required for effective teaching. Curricula increasingly emphasise adult learning principles to promote engagement, collaboration, reflection, and self-direction. However, evidence describing how participants experience these strategies within Diploma in Medical Education programmes remains limited, particularly in resource-constrained settings. This study explored learners' perceptions of adult learning strategies in such a programme and their influence on teaching practice.

Methods: A convergent mixed-methods study was conducted among twenty-five participants enrolled in a one-year Diploma in Medical Education programme (response rate: 100%, 25/25). Quantitative data were collected via an online questionnaire containing 12 Likert-scale items and analyzed using descriptive statistics and Cronbach's alpha. Qualitative data were gathered through 7 open-ended questions and analyzed using Braun and Clarke's thematic analysis framework. Integration was executed using a side-by-side comparison joint display matrix.

Results: Participants reported highly positive perceptions, with mean scores ranging from 4.21 to 4.54 on a five-point scale. The questionnaire demonstrated excellent reliability with a Cronbach's alpha of 0.938. Thematic analysis revealed four overarching themes: active and collaborative learning enhanced engagement; transformation from teacher-centred to learner-centred teaching; development of self-directed learning and reflective practice; and specific challenges regarding academic workload and time management.

Conclusion: The programme effectively incorporated adult learning principles, enhancing educational competence and intentions to adopt learner-centred teaching. These findings strongly support integrating collaborative learning and reflection in faculty development, while highlighting the necessity for improved workload management.

DOI: http://dx.doi.org/10.51505/ijmshr.2026.10601