IADR Abstract Archives
Impact of a Continuous Professional Development Programme on Student-Centered Teaching Methodologies on Faculty Members Teaching perceptions; 4-year results
Objectives: To evaluate the impact of faculty development teaching skills focused on a learner-centered approach after 4-years.
Methods: At the beginning of the 2015, all dental faculty members were invited to anonymously and voluntarily complete the Approaches to Teaching Inventory (ATI) questionnaire (scale:1-50), aiming to assess whether their approach to teaching was student- or teacher-focused. Faculty members were classified as – Basic Science (BS) or Pre-clinical & Clinical (PC-C). Several workshops were delivered to increase the teaching and learning skills of the faculty members. Every academic year (2015 through 2018), the ATI questionnaire was applied. Differences between groups were statistically analysed using independent-samples t-test as well as staff student- or teacher-focused ratios.
Results: A yearly average of 72% faculty members completed the ATI-questionnaire between 2015 and 2018. The initial measurement (2015) showed a slightly higher student-focused mean teaching approach (37.6) as compare to teacher-focused approach (36.0). Among them, BS staff had a student vs. teacher – focused teaching ratio of 0.98, meanwhile PC-C staff had a higher 1.11 ratio. On the following years, the proportion of both groups increased on the student-centered teaching approach, from 1.04 (2015) to 1.27 (2016); 1.36 (2017); and 1.52 (2018). The highest difference was observed for the BS staff, with an increase from 0.98 (2015) to 1.55 ratio (2018).
Conclusions: A Continuous Professional Development Programme in teaching-skills have a positive impact on faculty members teaching approach. BS staff began the training one year earlier, which might explain their sooner results when compare to PC-C staff. In accordance to the obtained results, it took 4-years of hard training, as well as a considerable investment in time and effort to finally get to change the traditional teacher-centered paradigm into the Student-Focused Teaching approach.
Methods: At the beginning of the 2015, all dental faculty members were invited to anonymously and voluntarily complete the Approaches to Teaching Inventory (ATI) questionnaire (scale:1-50), aiming to assess whether their approach to teaching was student- or teacher-focused. Faculty members were classified as – Basic Science (BS) or Pre-clinical & Clinical (PC-C). Several workshops were delivered to increase the teaching and learning skills of the faculty members. Every academic year (2015 through 2018), the ATI questionnaire was applied. Differences between groups were statistically analysed using independent-samples t-test as well as staff student- or teacher-focused ratios.
Results: A yearly average of 72% faculty members completed the ATI-questionnaire between 2015 and 2018. The initial measurement (2015) showed a slightly higher student-focused mean teaching approach (37.6) as compare to teacher-focused approach (36.0). Among them, BS staff had a student vs. teacher – focused teaching ratio of 0.98, meanwhile PC-C staff had a higher 1.11 ratio. On the following years, the proportion of both groups increased on the student-centered teaching approach, from 1.04 (2015) to 1.27 (2016); 1.36 (2017); and 1.52 (2018). The highest difference was observed for the BS staff, with an increase from 0.98 (2015) to 1.55 ratio (2018).
Conclusions: A Continuous Professional Development Programme in teaching-skills have a positive impact on faculty members teaching approach. BS staff began the training one year earlier, which might explain their sooner results when compare to PC-C staff. In accordance to the obtained results, it took 4-years of hard training, as well as a considerable investment in time and effort to finally get to change the traditional teacher-centered paradigm into the Student-Focused Teaching approach.
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