Implementation of Digital Faculty Portfolio in Medical College Using an Intervention Mapping Approach

IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Advances in Medical Education and Practice Pub Date : 2024-03-21 DOI:10.2147/amep.s445140

Taghreed Alnahedh

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Abstract

Purpose: The Digital faculty portfolio (DFP) is a well-established Teaching Portfolio, a tool that combines student evaluations with teaching materials, narrative reflections, and evidence of pedagogical effectiveness. The research aimed to test the DFP concept and determine whether faculty find it useful for integrating faculty activities, including teaching and extracurricular activities. Thus, the main aim is to identify key technical details that must be addressed before creating a larger DFP platform.
Methods: This research study adopted a six-step theory- and evidence-based approach of an Intervention Mapping (IM) protocol to assess the need for a DFP-like program at the College of Medicine, King Saud Abdulaziz University for Health Sciences and the efficacy of the pilot DFP program. The study was done in three steps: 1) Evaluation of educational needs; 2) Design of the “DFP” program; and 3) Validation and refinement of the designed program. The college conducted the needs assessment using a validated survey with full-time faculty members. Eighty-two survey participants comprised the sample. We described to them the DFP implementation procedure, design, and advantages.
Results: The DFP is valuable to most users (60%) and has inherent benefits that boost professional competency (80%). Nearly 73% were willing to keep using and/or updating their DFP periodically. The created program was validated by sharing the findings with designated specialists in health professions education. Based on their comments, the program was further refined and ready for piloting.
Conclusion: To maximize the potential of the platform’s success, its capabilities should be consistently enhanced in addition to resolving technical issues. This program has managed to effectively identify new avenues for working on enhancing methods for effective communication, coordination and enhance the scope of evaluation process.

Keywords: performance, intervention mapping, evaluation, faculty portfolio

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利用干预映射法在医学院实施数字教师组合

目的：数字教师作品集（DFP）是一种成熟的教学作品集，是一种将学生评价与教学材料、叙述性反思和教学效果证据相结合的工具。这项研究旨在检验 DFP 概念，确定教师是否认为它有助于整合教师活动，包括教学和课外活动。因此，主要目的是确定在创建更大的 DFP 平台之前必须解决的关键技术细节：本研究采用了基于理论和证据的六步干预绘图（IM）方案，以评估沙特阿卜杜勒-阿齐兹国王健康科学大学医学院对类似 DFP 计划的需求以及 DFP 试点计划的有效性。研究分三步进行：1）评估教育需求；2）设计 "DFP "计划；3）验证和完善设计的计划。学院通过对全职教师进行有效调查来进行需求评估。82 名调查参与者构成了样本。我们向他们介绍了 DFP 的实施程序、设计和优势：结果：对于大多数用户（60%）来说，DFP 是有价值的，其固有的优势可以提高专业能力（80%）。近 73% 的人愿意继续使用和/或定期更新他们的 DFP。通过与指定的卫生专业教育专家分享研究结果，对创建的程序进行了验证。根据他们的意见，进一步完善了程序，并准备进行试点：为了最大限度地发挥平台的成功潜能，除了解决技术问题外，还应不断增强其功能。该项目有效地确定了新的工作途径，加强了有效沟通、协调的方法，并扩大了评价过程的范围。关键词：绩效；干预绘图；评价；教师组合

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