|
Title: |
|
Authors:
|
|
Abstract: Background: Medical education plays a pivotal role in shaping
competent healthcare professionals who are not only well-versed in clinical
knowledge but also equipped with the necessary teaching skills to train the
next generation. Despite the growing recognition of faculty development in
health professions education (HPE), rigorous case studies evaluating the
translational impact of structured diploma programs on clinical educators
remain limited, particularly within resource-constrained settings. This study provides an in-depth analysis of a
Diploma in Medical Education program, examining participant backgrounds, the
effectiveness of modular curricula, pedagogical strategies, collaborative
dynamics, and key structural challenges to inform future program iterations.
Methods: Employing an interpretive
qualitative case study design among a cohort of twenty-five healthcare
educators (N = 25; incorporating reflective journals [n = 25], feedback forms
[n = 25], and semi-structured focus groups and individual interviews [n = 12]),
data were gathered and analyzed using inductive thematic analysis. Qualitative
trustworthiness was established following Lincoln and Guba's criteria
(credibility, transferability, dependability, confirmability), alongside
investigator triangulation and multi-coder consensus.
Results: Participants successfully
integrated foundational concepts such as educational psychology, curriculum
design, and assessment methodologies into their daily teaching. Key
facilitators of success included interprofessional collaboration and mentorship
by experienced faculty. However, primary challenges involved navigating steep
self-study curves, managing diverse group dynamics, and adapting to academic
and research-based writing formats.
Conclusion: The Diploma in Medical Education acts as a transformative catalyst for healthcare educators, bridging educational theory with clinical practice. Continuous curriculum refinement emphasizing structured self-study support, enhanced interactivity, and explicit competency frameworks is essential to optimize faculty development initiatives. DOI: http://dx.doi.org/10.51505/ijmshr.2026.10602 |
|
PDF Download |