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Process-oriented evaluation of an international faculty development program for Asian developing countries: a qualitative study

机译：针对亚洲发展中国家的国际教师发展计划的以过程为导向的评估：定性研究

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Non-English-speaking developing countries in Southeast Asia have been provided only limited opportunities for faculty development in the education of health professions. Although there exist a few programs that have been shown to be effective, they are frequently presented with few explanations on how and why the programs work due to their outcome-oriented nature. This study explores the process of the Lee Jong-Wook Fellowship for Health Professional Education, an international faculty development program designed for capacity building of educators of health professions in Southeast Asian developing countries. Fellows were from Cambodia, Myanmar, and Laos. Qualitative data were collected from two types of semi-structured interviews – group and individual. Thematic analysis was conducted to explore the factors related to the effectiveness of the program, framed by four components of faculty development, which included context, facilitators, program, and participants. From the thematic analysis, the authors identified a total of 12 themes in the four components of faculty development. In the context domain, the resource-poor setting, a culture that puts emphasis on hierarchy and seniority, and educational environment depending on individual commitment rather than broad consensus emerged as key factors. In the facilitators domain, their teaching methods and materials, mutual understanding between teacher and learner, and collaboration between facilitators mainly influenced the learning during the fellowship. In the program domain, the key advantages of the fellowship program were its applicability to the workplace of the fellows and enough allowed time for practice and reflection. Finally, in the participants domain, Fellows valued their heterogeneity of composition and recognized cognitive as well as non-cognitive attributes of the participants as essential. This process-oriented evaluation reveals the diverse factors that contributed to achieving the intended outcomes of the fellowship. Although much evidence from best practices in faculty development are still valid, the findings suggest that the selection strategies, learning environment, and English communication should be given more consideration when organizing a program targeting these people and cultures. A comprehensive understanding of the process would contribute to developing tailored strategies for educators of health professions in developing countries in similar settings.
机译：在卫生专业教育方面，东南亚的非英语发展中国家仅获得了有限的师资发展机会。尽管有一些方案被证明是有效的，但由于它们注重结果的性质，经常给它们很少说明这些方案如何以及为什么起作用。这项研究探索了李钟郁健康专业教育研究金的过程，这是一项旨在发展东南亚发展中国家健康专业教育者能力的国际教师发展计划。研究员来自柬埔寨，缅甸和老挝。定性数据是从两种类型的半结构化访谈中收集的–小组访谈和个人访谈。进行了主题分析，以探索与该计划的有效性相关的因素，该因素由教师发展的四个组成部分构成，其中包括情境，推动者，计划和参与者。通过主题分析，作者在教师发展的四个组成部分中确定了总共12个主题。在上下文方面，关键因素是出现了资源匮乏的环境，强调等级制和资历的文化以及取决于个人承诺而不是广泛共识的教育环境。在调解人领域，他们的教学方法和材料，老师与学习者之间的相互理解以及调解人之间的合作是影响团契期间学习的主要因素。在计划领域，研究金计划的主要优点是它适用于研究人员的工作场所，并且有足够的时间进行练习和反思。最后，在参与者领域，研究员们重视他们组成的异质性，并认为参与者的认知和非认知属性是必不可少的。这种以过程为导向的评估揭示了有助于实现研究金预期成果的各种因素。尽管来自教师发展最佳实践的许多证据仍然有效，但研究结果表明，在组织针对这些人和文化的计划时，应更加考虑选择策略，学习环境和英语交流。对这一过程的全面了解将有助于为处于类似背景的发展中国家的卫生专业教育者制定量身定制的战略。

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