Barriers to Faculty Development Program for Medical Education: Experience from Saudi Arabia

Authors

Hussein Algahtani^{1, *,} , Bader Shirah², Ahmed Aldarmahi³, Lana Alshawwa⁴, Ara Tekian⁵, John Norcini⁶

¹King Abdulaziz Medical City, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia

²King Abdullah International Medical Research Center, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia

³Department of Basic Sciences, College of Sciences and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia

⁴Department of Medical Education, King Abdulaziz University, Jeddah, Saudi Arabia

⁵Department of Medical Education, University of Illinois at Chicago, Chicago, IL, USA

⁶Foundation for Advancement of International Medical Education and Research, Philadelphia, PA, USA

^*Corresponding author. Email: halgahtani@hotmail.com

DOI

10.2991/dsahmj.k.200515.001How to use a DOI?

Keywords

Barriers; faculty development program; medical education; Saudi Arabia

Abstract

Background: Many factors may impede faculty development programs. These barriers can be categorized according to the source of their possible origin: faculty level and institutional level. It is of paramount importance to know these barriers to determine the appropriate ways to solve them so as to make implementing faculty development programs possible. This study aims to identify the barriers to faculty development program in medical education in Saudi Arabia.

Methods: This cross-sectional survey was conducted in the Western region of Saudi Arabia. The participants, who hailed from multiple universities, were asked to fill out a predesigned self-administered questionnaire. The survey questionnaire, which was generated from the literature, consists of 54 items.

Results: The most important institution-related barrier for a faculty development program was the inadequacy of managerial and organizational support. The most important personal barrier for faculty development program was resistance to change. The most important curriculum-related barrier for a faculty development program was lack of follow-up activities. The most important student and research-related barrier for faculty development program was underprepared students.

Conclusion: Our study demonstrated that faculty development in Saudi Arabia is in its infancy with several barriers impeding its implementation and success. This study validated these predetermined barriers in the Saudi context. There is a need to overcome all barriers on both faculty and institutional levels in order to establish an outstanding faculty development program. Institutions have to realize the importance of a faculty development program as two-thirds of the barriers were related to institutions.

Copyright

© 2020 Dr. Sulaiman Al Habib Medical Group. Publishing services by Atlantis Press International B.V.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - JOUR
AU  - Hussein Algahtani
AU  - Bader Shirah
AU  - Ahmed Aldarmahi
AU  - Lana Alshawwa
AU  - Ara Tekian
AU  - John Norcini
PY  - 2020
DA  - 2020/05/22
TI  - Barriers to Faculty Development Program for Medical Education: Experience from Saudi Arabia
JO  - Dr. Sulaiman Al Habib Medical Journal
SP  - 101
EP  - 105
VL  - 2
IS  - 3
SN  - 2590-3349
UR  - https://doi.org/10.2991/dsahmj.k.200515.001
DO  - 10.2991/dsahmj.k.200515.001
ID  - Algahtani2020
ER  -