2026-05-13T19:32:13Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

ea910a7cc1a416cf2656658b89e44b438946fd6f803caec903fd446c7e1b001a 2025-12-08T01:25:17Z language:enopenaire_data

Collaborative Faculty Development Transforms Evaluation at a School of Osteopathic Medicine Collaborative Faculty Development Transforms Evaluation at a School of Osteopathic Medicine doi:10.17026/DANS-X8T-9C4Teasy-dataset:240583 B. Bustamante-Helfrich 2021-04-30 DANS Data Station Social Sciences and HumanitiesMedEdPublish 2022-03-31 Social SciencesFaculty development programmedical educationgrounded theory studyprocess evaluation <p>The purpose of this pilot study is (1) to describe the innovative design and implementation of the incipient FD program at University of the Incarnate Word School of Osteopathic Medicine (UIWSOM), San Antonio, Texas; and (2) to present insights from a preliminary process evaluation of the program’s initial launch to inform and facilitate broad scale implementation. We performed a process evaluation of the initial iteration of the FD program using an inductive qualitative research approach. We applied principles of constructivist grounded theory to analyze faculty’s responses collected during semi-structured interviews. Three themes emerged from our analysis: communication, advocacy, and reciprocal learning. We found that effective communication, advocacy for faculty success, and reciprocal value between faculty and program developers undergirded the core concept of authentic engagement. Faculty’s perceptions of the quality of engagement of those implementing the program overshadowed the quality of the logistics.</p> https://ssh.datastations.nl/oai doi:10.17026/DANS-X8T-9C4T 2025-12-03T01:00:36Z ddi:codebook:2_5