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Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe Cover

Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

Annals of Global Health
Volume 84 (2018): Issue 1
By: Antony Matsika,  Kusum Nathoo,  Margaret Borok,  Thokozile Mashaah,  Felix Madya,  Susan Connors,  Thomas Campbell and  James G. Hakim  
Open Access
|Apr 2018
Figures & tables

Figures & Tables

Table 1

Summary of Faculty Development Activities.

StrategyMethodologyCompetencesFacilitatorsOutputs
Faculty Development

  • 3 workshops per year

  • Establishment of Health Professions Education department

  • Teaching methods

  • Learner Assessments including MCQs

  • Setting objectives and learning outcomes

  • Team based learning

  • Patient safety

Visiting Professors from University of Colorado-Denver (UCD) in collaboration with UZCHS faculty

  • 13 Workshops between 2011–2015

  • 69% (122 out of 166) attended 1 or more workshops

  • 14 local faculty mentored in facilitation

Mental Health-linked award master classes

  • Psychotherapy

  • Child Psychiatry

  • Cognitive Behavioral therapy

  • Self-harm (team based learning)

  • Griffiths Child Development Scales training

  • Forensic Psychiatry

  • HIV Adherence

  • Community-based Psychiatry

  • University of Cape Town (UCT)

  • External Consultants

  • Local faculty

  • Government officials

  • Increase from 1 (2010) to 7 lecturers in 2015

  • Introduction of mental health outreach services

  • Establishment of special clinics such as Child Psychiatry clinics

Faculty Exchange visits

  • UCT

  • Stanford University

  • All faculty in the Psychiatry department visited South Africa & UK institutions

Academic Leadership training through Southern Africa FAIMER Institute (SAFRI) and Health Education Advanced Leadership in Zimbabwe (HEALZ)

  • Adult education

  • Change management

  • Leadership

  • Mentoring

  • Curriculum development

  • Program evaluation

  • UCD Visiting faculty for HEALZ

  • Southern Africa FAIMER Institute (SAFRI)

  • 4 Faculty members including the Dean of UZCHS completed the FAIMER course

  • 41 participants completed HEALZ

Curriculum Development and implementation

  • Training of faculty through HEALZ

  • Presentations by external experts on curriculum development

  • Development of new curricula

  • Curriculum review

  • Curriculum evaluation

  • Implementation

  • Dean’s Office

  • Visiting Faculty

  • New modules developed for Psychiatry undergraduates: depression, mood disorders, substance abuse

  • Post graduate Psychiatry introduced subspecialty (Child forensic, community

  • HVI/AIDS, Malaria and TB curricula established

Figure 1

Yearly Average Attendance of Faculty Development Workshops.

Figure 2

Benefits of Faculty Development.

Figure 3

Students’ Perception About the Quality of Practices.

Figure 4

Students’ Responses on the Implementation of Faculty Development Content by Faculty.

Figure 5

Faculty Perception on Curriculum Development.

Table 2
No.ImpactNo. of responses. N = 18Comment
1Better teacher15Indicated improved teaching abilities e.g. increase use of interactive teaching methods.
2Increased confidence12Indicated increase in confidence across various roles as teachers, clinicians and researchers.
3Expanded professional networks12Reported appreciation of the expanded networks created with international and local professionals. Developed a new sense of connection.
4Increased interest in teaching8Increased interest in teaching as a career.
5Increased interest in research8Indicated development of new interest in a research career.
6Better clinicians8Indicated improved effectiveness as clinicians especially with the introduction of new technology and e-resource.
7New career pathways8Reported program supported them in development of a clear career path.
8Better researcher7Reported enhancement of research skills.
9Improved interpersonal interactions4Indicated positive influence on their interpersonal interactions both professionally and personally.
DOI: https://doi.org/10.29024/aogh.5 | Journal eISSN: 2214-9996
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Language: English
Published on: Apr 30, 2018
Published by: Levy Library Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2018 Antony Matsika, Kusum Nathoo, Margaret Borok, Thokozile Mashaah, Felix Madya, Susan Connors, Thomas Campbell, James G. Hakim, published by Levy Library Press
This work is licensed under the Creative Commons Attribution 4.0 License.

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