Faculty development: challenges towards a successful programme


Maria Jose S. Salles
Marcia Hiromi Sakai
Ruy Guilherme S. Souza
Sigisfredo Luis Brenelli
Suzana Melo Franco
Katia Kiyomi S. Santos


3JJ Staff development


State University of Londrina
Federal University of Roraima
State University of Campinas


Faculty development is essential to obtaining success in a curriculum changing process, mainly in medical courses that apply student centered methodologies.

Many medical schools are introducing this programme to prepare teachers to perform in their courses.


Summary of Results

Participants highlighted:

  • Teaching skills deficits: when assuming roles as facilitators, managers, and instructor.
  • Feelings of insecurity in a small-group tutorials and student assessment - unpreparedness to work in the course.
  • Resistance to interdisciplinary module integration 
  • Difficulties in a “theory-practice” integration


I. “teaching-learning” strategy of effective faculty development:  

  • ”student-teacher” focused strategies and formative assessment
  • Some perceived the need to change concepts and values 

II. Motivation of teacher to participate of the programme

  • Reasons for participation: mandatory or voluntary
  • Needs-based
  • Ministry of Health of Brazil
  • Pan-American Health Organization - PAHO/WHO/Brazil
Summary of Work

Objective: Two key issues of faculty development were analyzed in this research:

1. teaching learning strategies and

2. teacher motivation.


The research design was qualitative and were applied focus groups and content analysis.

The focus groups consisted of teachers of six brazillian medical schools which implemented active methodology (PBL).

  • Teachers emphasized increase of self-confidence post-participation.
  • Valorization of undergraduate teaching instead of researching career in medical schools is important for curriculum change consolidation
Take-home Messages

Faculty development needs to be based on:

  • critical and reflective methodology,
  • teachers’ needs, and
  • formative assessment.
Summary of Results
Summary of Work
Take-home Messages
Send ePoster Link