Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: a longitudinal study

Medical Teacher
Tejinder SinghCees van der Vleuten


Teachers' belief in their ability to teach influences how much of the new knowledge and skills gained during faculty development (FD) programs are actually implemented at the workplace. To study the effect of a longitudinal FD program on the self-efficacy beliefs (SEB) of teachers of health professions using quasi-experimental methodology. The SEB of 70 teachers of health professions enrolling for a longitudinal FD program at three sites in India and one site in South Africa and an equal number of comparable controls were measured using the "teacher efficacy belief systems-self" (TEBS-self) scale. The scale was re-administered at 6 and 12 months to both the groups. Teachers enrolled in the program had lower scores than controls at the beginning of the program but demonstrated a significant increase at 6 months with an effect size of 0.56. The 12-month scores demonstrated a further rise in the participating teachers. The control group maintained the scores but did not show any significant change either at 6 or at 12 months. Longitudinal FD program has positive effect on SEB of teachers.


Sep 6, 2014·Medical Teacher·Anjali Solanki, Surender Kashyap
Oct 11, 2019·Academic Medicine : Journal of the Association of American Medical Colleges·Lerona Dana Lewis, Yvonne Steinert
Dec 30, 2014·Medical Education·William P Burdick

Related Concepts

Faculty, Medical
Feedback - System Communication
Memory Training
Longitudinal Survey
Cross-Training, Employee
Self Efficacy
Longitudinal Studies

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