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Letter to the Editor
AMJ 2017 10(7)
645
[AMJ 2017;10(7):645-646]
Faculty perspectives on “Foundations in
Teaching and Learning” training workshop
Corresponding Author:
Abdus Salam
Faculty of Medicine, Asia Metropolitan University, Malaysia
Email: salam@amu.edu.my
Dear Editor,
Faculties are the scholarly asset of medical schools, and a
faculty development program is an integral part for any
educational institution to create links between theory and
practices.1 Asia Metropolitan University (AMU) is one of the
growing private universities in Malaysia, faculty of medicine
of which has developed an annual faculty development
planner for year 2017 as a part of continuous professional
developmental activities. The first workshop was held on
Foundations in Teaching and Learning. The objective of this
paper is to highlight the perspectives of the faculty on the
Foundation in Teaching Learning training workshop aimed
at future educational and training development.
The workshop was organized by the Medical Education and
Quality Assurance Committee at Muar Resource Centre
AMU, held on 3rd February 2017. It was attended by nine
members of the AMU medical faculty from various
disciplines. At the end, the workshop was evaluated by
administering a survey-questionnaire that contained
relevant workshop items as shown in Table-1, with a few
open-ended questions. A 5-point Likert scale2 was used to
rate the items ranging from 5-as excellent, 4-very good, 3-
good, 2-poor and 1-as very poor. We present the evaluation
findings as number and percent distribution.
The response rate of the study was 100 per cent. The over
all usefulness of the workshop was rated as very good by 67
per cent and as excellent by 33 per cent participants. The
responses of an open-ended question regarding the new
ideas that they gained was very encouraging. Participants
stated that the workshop was very helpful and by attending
it, they gained knowledge on learning theories and
principles, teaching-learning methods and system
approaches in events of instructions. In response to another
question, participants reported that they will be more
systematic and will improve the presentation of teaching as
well as using pictures and video clips to make teaching
interesting. They demanded more workshops which reflect
their needs and motivation.
Teaching can be offered best by relating to TEA: tell, explain
and assess. Input, process and output are system
approaches in education and training. Aligning the
objective, content, method and assessment is vital to
ensure the quality in education and training process. It is
important to conduct training workshops applying the
system approach to ensure quality in faculty development
and to get the participants motivated. Medical schools by
implementing a continual faculty development plan can
support faculty to achieve improved outcomes. Higher
educational institutions should address the needs of faculty
and ensure continuous high-quality training for sustainable
organisational development.
Table 1: Faculty perspectives against relevant workshop
items, n=9
Items
Excellent
Very good
Good
n
%
n
%
n
%
Objectives and content
4
44
4
45
1
11
Teaching learning concept
2
22
6
67
1
11
Learning theories, teaching
methods and approaches
4
45
4
44
1
11
Plan & events of instruction
in delivery of teaching
4
44
4
45
1
11
Group exercise
1
11
7
78
1
11
Venue of workshop
1
11
5
56
3
33
Time & duration of workshop
1
11
4
44
4
45
Overall workshop usefulness
3
33
6
67
-
-
This paper was presented at the 12th International Medical
Educational Conference held in International Medical
University Kuala Lumpur, Malaysia on 7-9 April 2017.
Sincerely,
Abdus Salam, Mohamad Khairuddin Bin Abdul Wahab,
Amaluddin Ahamad, Nasaruddin Bin Abdul Aziz
Faculty of Medicine, Asia Metropolitan University, Malaysia
646
[AMJ 2017;10(7):645-646]
Reference
1. Salam A, Mohamad N, Siraj HH, Kamarudin MA, Yaman
MN, Bujang SM. Team-based learning in a medical
centre in Malaysia: Perspectives of the faculty. Natl
Med J India. 2014;27(6):350.
2. Likert R. A technique for the measurement of attitudes.
Arch Psychol. 1932;22:5-55.
