Does a faculty development programme improve teachers' perceived competence in different teacher roles?
BACKGROUND
Changing concepts of education have led many medical schools to adopt student-centred approaches to teaching, requiring different teaching competencies than more traditional approaches.


OBJECTIVE
The aim of this study was to investigate whether participation in a faculty development (FD) programme had a positive effect on veterinary medical teachers' perceptions of their competence in seven different teaching roles.


METHODS
All teaching staff of a veterinary medical school (251) were invited to complete a questionnaire asking about their perceived competence in seven teaching roles. A stepwise multiple linear regression analysis examined the effect of the completion of a FD programme on perceived teaching competence.


RESULTS
There was a significant positive effect of the FD programme on teachers' perceived competence in majority of the teaching roles at issue.


CONCLUSIONS
FD appeared to have a positive effect on the perceived competence of veterinary medical teachers. Further research should investigate whether FD actually results in improved teaching performance.
Boerboom
T B B
TB
Utrecht University, Chair Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht, The Netherlands. t.b.b.boerboom@uu.nl
Dolmans
D H J M
DH
Muijtjens
A M M
AM
Jaarsma
A D C
AD
Van Beukelen
P
P
Scherpbier
A J J A
AJ
D004520:Education, Veterinary; D005180:Faculty, Medical / Q000592:standards*; D006801:Humans; D016014:Linear Models; D009426:Netherlands; D010465:Perception; D011361:Professional Competence; D015397:Program Evaluation; D013192:Staff Development / Q000592:standards*; D011795:Surveys and Questionnaires; D013663:Teaching