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Faculty Development in the Covid-19 Era: A Rapid Systematic Review Publisher



Salajegheh M1, 2 ; Gandomkar R3, 4 ; Mohammadi E4, 5
Authors
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Authors Affiliations
  1. 1. Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
  2. 2. Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
  3. 3. Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
  4. 4. Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
  5. 5. Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran

Source: Medical Journal of the Islamic Republic of Iran Published:2022


Abstract

Background: The coronavirus-2019 (COVID-19) pandemic is a worldwide evolving situation that has resulted in rapid adaptations of faculty development interventions in medical education. The present rapid systematic review aims to provide a narrative synthesis of the evidence concerning focus, intervention type, instructional methods, duration, and the evaluations results of the faculty development interventions in the medical education area in response to the COVID-19 pandemic. Methods: This was a systematic study conducted on 5 databases (Medline/PubMed, EMBASE, Web of Science, ERIC, and Scopus) from December 2019 to November 2021. We used specific keywords such as faculty development, COVID-19, and medical education on electronic databases. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the educational faculty development interventions in medical education during the COVID-19 era and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. Results: Ten articles were included, most of which were focused on the improvement of online teaching and learning skills. The findings are organized into 2 main categories, including a description of the interventions, and the special aspects of the studies in response to the COVID-19 pandemic. Conclusion: This review explores the evidence concerning faculty development programs in the medical education area in response to the COVID-19 pandemic. These interventions may develop individual abilities and organizational capacities of health professions educators to enable them to sustain academic vitality and cope with the pandemic crisis. Also a rapid movement to online faculty developments, which will likely continue after the pandemic, was argued and it is required to direct the adaptations and innovations of educational developments to an organized structure in the future. © Iran University of Medical Sciences
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