A model for design of online health professions education faculty development courses in sub-Saharan Africa

The design of faculty development courses requires a contextually aware theoretical foundation. Therefore, the study aimed to determine the feasibility of a specific conjecture map as a model for designing online health professions education faculty development courses in sub-Saharan Africa through...

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Autores principales: Keiller, L., Nyoni, C. N., Van Wyk, C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9878743/
https://www.ncbi.nlm.nih.gov/pubmed/36698164
http://dx.doi.org/10.1186/s12909-023-04039-0
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author Keiller, L.
Nyoni, C. N.
Van Wyk, C.
author_facet Keiller, L.
Nyoni, C. N.
Van Wyk, C.
author_sort Keiller, L.
collection PubMed
description The design of faculty development courses requires a contextually aware theoretical foundation. Therefore, the study aimed to determine the feasibility of a specific conjecture map as a model for designing online health professions education faculty development courses in sub-Saharan Africa through a heuristic evaluation approach. The authors hypothesise that using heuristic evaluation strengthens an educational model's theoretical basis and feasibility. Twenty-five health professions educators from nine sub-Saharan African countries participated in this multi-phased study. In the first phase, the participants completed a survey evaluating the model and the accompanying author-generated heuristics. Then, participants' recommendations were used to make revisions. In the subsequent phase, participants reviewed these revisions and commented on the feasibility of the model within their local context. All six heuristics were revised following the initial phase, where 80 problems had been identified. Upon revision, the model was deemed feasible by all except one participant. There was a strong relationship and inter-rater agreement of feasibility between 0.84 and 0.95 regarding the model's practicality, demand, acceptability, and adaptability. Revisions to the final model and guidance documents incorporated all changes the participants recommended, confirming the model's feasibility. Theoretical models are often developed through a top-down approach, omitting the practice-based considerations that could change the formulation of the model. This study demonstrates the convergence of a theoretical and process model with theoretical, expert and end-user data triangulation. Further research is needed to test this empirically developed model. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04039-0.
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spelling pubmed-98787432023-01-27 A model for design of online health professions education faculty development courses in sub-Saharan Africa Keiller, L. Nyoni, C. N. Van Wyk, C. BMC Med Educ Research The design of faculty development courses requires a contextually aware theoretical foundation. Therefore, the study aimed to determine the feasibility of a specific conjecture map as a model for designing online health professions education faculty development courses in sub-Saharan Africa through a heuristic evaluation approach. The authors hypothesise that using heuristic evaluation strengthens an educational model's theoretical basis and feasibility. Twenty-five health professions educators from nine sub-Saharan African countries participated in this multi-phased study. In the first phase, the participants completed a survey evaluating the model and the accompanying author-generated heuristics. Then, participants' recommendations were used to make revisions. In the subsequent phase, participants reviewed these revisions and commented on the feasibility of the model within their local context. All six heuristics were revised following the initial phase, where 80 problems had been identified. Upon revision, the model was deemed feasible by all except one participant. There was a strong relationship and inter-rater agreement of feasibility between 0.84 and 0.95 regarding the model's practicality, demand, acceptability, and adaptability. Revisions to the final model and guidance documents incorporated all changes the participants recommended, confirming the model's feasibility. Theoretical models are often developed through a top-down approach, omitting the practice-based considerations that could change the formulation of the model. This study demonstrates the convergence of a theoretical and process model with theoretical, expert and end-user data triangulation. Further research is needed to test this empirically developed model. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04039-0. BioMed Central 2023-01-25 /pmc/articles/PMC9878743/ /pubmed/36698164 http://dx.doi.org/10.1186/s12909-023-04039-0 Text en © The Author(s) 2023 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, L.
Nyoni, C. N.
Van Wyk, C.
A model for design of online health professions education faculty development courses in sub-Saharan Africa
title A model for design of online health professions education faculty development courses in sub-Saharan Africa
title_full A model for design of online health professions education faculty development courses in sub-Saharan Africa
title_fullStr A model for design of online health professions education faculty development courses in sub-Saharan Africa
title_full_unstemmed A model for design of online health professions education faculty development courses in sub-Saharan Africa
title_short A model for design of online health professions education faculty development courses in sub-Saharan Africa
title_sort model for design of online health professions education faculty development courses in sub-saharan africa
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9878743/
https://www.ncbi.nlm.nih.gov/pubmed/36698164
http://dx.doi.org/10.1186/s12909-023-04039-0
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