Faculty Need Assessment For Online Teaching Skill in Local Medical And Dental Institutes
DOI:
https://doi.org/10.51273/esc23.25131941Keywords:
Faculty, need assessment, Online teaching, online teaching skillsAbstract
Objective: This study sought to evaluate the expertise of educators at Rashid Latif Medical and Dental College in an effort to maximize the potential of online learning and aimed to identify the gaps, highlighting areas that needed improvement and open the door for specialized training and support with an emphasis on teaching, learning, and evaluation apps.
Materials and Methods: The study was conducted in the Rashid Latif Medical and Dental College faculty members were gathered using a cross-sectional quantitative approach and circulating e questionnaire to gather information on demographics, proficiency with educational apps, and satisfaction with IT department services. The gathered data was examined using descriptive statistics, such as, frequency, percentages, means, and standard deviation.
Results: The response rate from faculty members was 63%, with a total of 79 participants included in the study. The results indicated variations in techsavviness among participants, with some apps being less familiar to faculty members. Google Forms emerged as the most widely app. Gender and age-related differences were observed in techsavviness levels, with women generally exhibiting better levels of tech expertise. Faculty felt the need to improve IT related services and organizing tech workshops relevant to teaching.
Conclusion: This study unlocks valuable insights into faculty members' proficiency in using online teaching, learning, and assessment apps in education. The results emphasize the need for targeted training to enhance faculty members' online teaching skills. Institutions can utilize these findings to allocate resources for faculty development to improve medical education
References
Moore AH, Moore JF, Fowler SB. Faculty development for the net generation. Educating the net generation. 2005;48.
Border S. Assessing the role of screencasting and video use in anatomy education. Biomedical Visualisation: Springer; 2019. p. 1-13.
Finn GM, Matthan J. Pedagogical perspectives on the use of technology within medical curricula: moving away from norm driven implementation. Biomedical visualisation. 2019:55-65.
Pickering JD, Swinnerton BJ. Exploring the dimensions of medical student engagement with technology‐ enhan- ced learning resources and assessing the impact on assessment outcomes. Anatomical sciences education. 2019;12(2):117-28.
Schutt MA, Hightower B. Enhancing RN-to-BSN students’ information literacy skills through the use of instructional technology. Journal of Nursing Education. 2009;48(2):101-5.
Yilmaz Y, Lal S, Tong XC, Howard M, Bal S, Bayer I, et al. Technology-enhanced faculty development: future trends and possibilities for health sciences education. Medical science educator. 2020;30(4):1787-96.
Davis FD, Bagozzi RP, Warshaw PR. User acceptance of computer technology: A comparison of two theore- tical models. Management science. 1989;35(8):982- 1003.
Jun Xin L, Ahmad Hathim A, Jing Yi N, Reiko A, Noor Akmal Shareela I. Digital learning in medical education: Comparing experiences of Malaysian and Japanese students. BMC medical education. 2021;21(1):418.
Kim HJ, Hong AJ, Song H-D. The roles of academic engagement and digital readiness in students’ achieve- ments in university e-learning environments. Interna- tional Journal of Educational Technology in Higher Education. 2019;16(1):1-18.
Kruszyńska-Fischbach A, Sysko-Romańczuk S, Napiór- kowski TM, Napiórkowska A, Kozakiewicz D. Organizational e-health readiness: How to prepare the primary healthcare providers’ services for digital transformation.
International Journal of Environmental Research and Public Health. 2022;19(7):3973.
