Pedagogical, Research, and Professional Development Training Needs of Allied Health Sciences Faculty
DOI:
https://doi.org/10.69569/jip.2024.0635Keywords:
Allied health sciences faculty, Professional attributes, Research capability, Teaching skills, Training needs assessment.Abstract
Assessment of the training needs of faculty members is an important step in ensuring that faculty development programs and activities will be aligned with the faculty's personal, communal, and cultural needs. This study assessed the training needs of the Bachelor of Science in Nursing, Medical Laboratory Sciences, and Pharmacy program faculty members of a Higher Education Institution in the northern part of the Philippines. The results of this study served as a basis for identifying seminars/training specifically tailored to the faculty’s needs. This descriptive quantitative research was conducted among 42 full-time and part-time faculty members via an online survey using a structured questionnaire designed by the university research staff. The results showed that all allied health sciences faculty members have training needs or interests in pedagogy, research, and other professional attributes. Specific training topics on pedagogy include assessment and evaluation of learners, developing learners’ critical thinking skills, and outcomes- based education. Training topics in research and innovation include analysis and interpretation of data, research mentoring, and the use of digital tools for research. Finally, training topics in other areas of professional attributes include work and personal life balance, stress management, health and wellness, and strategic planning.
Downloads
References
Abdelkreem, E., Abo-Kresha, S. A., Ahmed, E. A., Ibrahim, D., Hemdan, S. B., & Abdellah, M. A. (2020). Need’s assessment for faculty development at an Egyptian medical school: A triangulation approach. International Journal of Community Medicine and Public Health, 7, 1669–1679. http://dx.doi.org/10.18203/2394-6040.ijcmph20201965
Abouelenein, Y. A. M. (2016). Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations. Educational Research and Reviews, 11(13), 1180–1193. https://eric.ed.gov/?id=EJ1106283
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically: A Meta-Analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Appiah, S. (2020). Quality of nursing education programme in the Philippines: Faculty members perspectives. BMC Nursing, 19(1), 110. https://doi.org/10.1186/s12912-020-00508-9 Armecin, S. C. N., & Amparado, M. A. P. (2015). Needs, Barriers and Interests in Nursing Research. Journal of Research in Nursing, 1(1). https://tinyurl.com/443c577k
Boadu, K., & Acquah, B. Y. S. (2013). Training Needs Assessment of College of Education Tutors in the Central Region, Ghana. International Journal of Humanities and Social Science, 3(10), 247–254. https://tinyurl.com/4h6vn496
Cone, C., Godwin, D., Salazar, K., Bond, R., Thompson, M., & Myers, O. (2016). Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills. American Journal of Pharmaceutical Education, 80(3), 41. https://doi.org/10.5688/ajpe80341
Debnath, M., Ojha, S., Niraula, A., & Sharma, D. (2021). Perceptions of Medical and Allied Health Students Towards Online Education during the COVID-19 Pandemic Phases and Its Future Impact in India. Journal of European CME, 10(1), 1993428. https://doi.org/10.1080/21614083.2021.1993428
Estacio, Madeilyn B., Ramos, Belinda A., Ramirez, Rouel L., & Fulong, Lorna V. (2020). Training Needs Assessment of the Faculty of a University in Northern Philippines: A Cohort Study.
Salettinian Open Academic Review, 2(1), 1–1. https://www.ejournals.ph/article.php?id=16427
Gao, Y., Wong, S. L., Md. Khambari, M. N., & Noordin, N. (2022). A bibliometric analysis of online faculty professional development in higher education. Research and Practice in Technology Enhanced Learning, 17(1), 17. https://doi.org/10.1186/s41039-022-00196-w
Lee, D. S., Abdullah, K. L., Subramanian, P., Bachmann, R. T., & Ong, S. L. (2017). An integrated review of the correlation between critical thinking ability and clinical decision‐making in nursing. Journal of Clinical Nursing, 26(23–24), 4065–4079. https://doi.org/10.1111/jocn.13901
Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069. https://doi.org/10.1016/j.tsc.2022.101069
Mahmud, K. T., Saira Wahid, I., & Arif, I. (2019). Impact of training needs assessment on the performance of employees: Evidence from Bangladesh. Cogent Social Sciences, 5(1), 1705627. https://doi.org/10.1080/23311886.2019.1705627
Muiderman, K., Zurek, M., Vervoort, J., Gupta, A., Hasnain, S., & Driessen, P. (2022). The anticipatory governance of sustainability transformations: Hybrid approaches and dominant perspectives. Global Environmental Change, 73, 102452. https://doi.org/10.1016/j.gloenvcha.2021.102452
Priyambodo, P., & Hasanah, E. (2021). Strategic Planning in Increasing Quality of Education. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 6(1), Article 1. https://doi.org/10.31538/ndh.v6i1.1138
Reale, M. C., Riche, D. M., Witt, B. A., Baker, W. L., & Peeters, M. J. (2018). Development of critical thinking in health professions education: A meta-analysis of longitudinal studies.
Currents in Pharmacy Teaching and Learning, 10(7), 826–833. https://doi.org/10.1016/j.cptl.2018.04.019
Rogayan, D. V., & Corpuz, L. N. (2022). Evaluating the Research Productivity of a State University in Central Luzon, Philippines: Basis for Policy Recommendations. International Journal of Evaluation and Research in Education, 11(1), 128–135. https://eric.ed.gov/?id=EJ1341088
Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. 446–451. https://doi.org/10.2991/assehr.k.200225.095
Tathahira, T. (2020). Promoting students’ critical thinking through online learning in higher education: Challenges and strategies. Englisia: Journal of Language, Education, and Humanities, 8(1), Article 1. https://doi.org/10.22373/ej.v8i1.6636
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
