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Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review

BACKGROUND: Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty d...

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Autores principales: Keiller, Lianne, Nyoni, Champion, van Wyk, Chantel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8799968/
https://www.ncbi.nlm.nih.gov/pubmed/35093081
http://dx.doi.org/10.1186/s12960-022-00711-6
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author Keiller, Lianne
Nyoni, Champion
van Wyk, Chantel
author_facet Keiller, Lianne
Nyoni, Champion
van Wyk, Chantel
author_sort Keiller, Lianne
collection PubMed
description BACKGROUND: Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. METHODS: A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. RESULTS: The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. CONCLUSION: Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12960-022-00711-6.
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spelling pubmed-87999682022-01-31 Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review Keiller, Lianne Nyoni, Champion van Wyk, Chantel Hum Resour Health Research BACKGROUND: Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. METHODS: A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. RESULTS: The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. CONCLUSION: Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12960-022-00711-6. BioMed Central 2022-01-29 /pmc/articles/PMC8799968/ /pubmed/35093081 http://dx.doi.org/10.1186/s12960-022-00711-6 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Keiller, Lianne
Nyoni, Champion
van Wyk, Chantel
Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
title Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
title_full Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
title_fullStr Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
title_full_unstemmed Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
title_short Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
title_sort online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8799968/
https://www.ncbi.nlm.nih.gov/pubmed/35093081
http://dx.doi.org/10.1186/s12960-022-00711-6
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