Abstract Title
Development of a Basic Teaching Licence Course for Health Professional (HP) Educators: To Inspire Teaching


Chee Fen Chia
Victor Lim
Vishna Nadarajah
Catheriene Arokiasamy
Amutha Navamoney


3JJ Staff development


International Medical University Centre for Education (ICE) - Kuala Lumpur - Malaysia

Summary of Work

 The Basic Teaching License (BTL)  is developed to fulfil the needs of health professional’s educators to:

  • Ensure consistency in learning and teaching experience according to the institutional  Learning Model (LM).
  • develop professionalism in learning and teaching



The programme capitalize on the International Medical University (IMU)’s focus to become a  centre of excellence in learning and teaching; promoting  organisational change and development.

To motivate participation, completion of the programme exempts participants to the introductory module of the IMU Post Graduate Certificate in Health Professions Education.

Schedule module
IMU Basic Teaching License Faculty Development Programme

day 1

Role of a teacher, reflective writing , outcome-based learning
day 2 Small group and large group teaching
day 3 Assessment
day 4 Evaluation and professional Development
day 5 Reflective writing presentation, Assignment (2,000 word) , evaluation






BTL has been well received. It inspires teaching and learning in accordance to IMU's Learning Model. The programme is useful in the promotion of change to improve students' learning.


Steinert, Y. (2014). Staff Development in Dent, J. A. & Harden, R. M.(ed.)  A Practical Guide for Medical Teachers (4th ed). Elsevier: Churchill Livingstone.

Knowles, M. S. (1988). The Modern Practice of Adult Education: From Pedagogy to Andragogy, New York: Cambridge Books.

Kaufman, D. M., Mann, K.  & Jennet, P.A. (2000) Teaching and Learning in Medical Education: How Theory can Inform Practice, Edinburgh. Association for the study of Medical Education.




Summary of Results


Designed based on adult learning theory (Kolb, 1988)  which improves receptivity, relevance and engagement of the participants (Steinert, 2014), Programme was further improved : :

  • Streamlining to to cater to all participants from different specialisation.
  • strong emphasis on   IMU learning model
  • construct meaningful learning
  • Group facilitations were practiced for greater stability
  • Motivating  junior facilitators; selected participants from each cohort to co-facilitate
  • improving learning space and climate
  • Incorporating reflective writing to promote critical thinking, bridging the gap between knowledge and experience

Overcoming challenges :

  • Attendance:  setting and enforcing ground rules.  About 95% of the participants who registered for the course fulfil all requirements
  • Working in silos::  Networking within the community of practitioners was observed in group work

The programme was generally evaluated positively with an average of more than 3 out of a maximum of 5 Likert Scale in terms of relevance of content, organisation, delivery and usefulness of the modules in the programme.

Relearning rather than new learning provided the platform for facilitators to structure practice to theory of learning and teaching. Integrating theory with practice (Kaufman et al 2000) ensures that learning is perceived as relevant to the work setting and the profession.

High rate of assignment submission with 85% of participants, achieving at least a pass (60%) on first submission and the rest passed after feedback for improvement and resubmission.

Feedback on the programme by participants was consistent with the earlier reviews of findings in similar faculty development programme with high satisfaction, positive attitudes towards programme and gain in knowledge and skills in teaching (Yvonne Steinert, 2014).


Summary of Work





Summary of Results
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