Impact Of Education Technology Workshop On Teaching Learning Skills Of Physiotherapy Teachers

Abstract

Background: Faculty Development Programs are intended to improvise teaching, mentoring and feedback skills of teachers. Unless there is a positive change in these skills, these FDPs may not be taken seriously. Hence, the aim of this study is to assess the impact of these FDPs on overall communication skills.

Methodology: 156 academicians from Maharashtra State who have undergone the Health sciences Education training or attended a minimum 3 days’ workshop were included in the study.  There were 29 heads of institutes, 49 Assistant Professors, 57 Associate Professors and 31 Professors among the respondents.

Results: 100% opined that there was a change in Teaching Learning Process after attending the workshop. However, with 72% participants developed the ability provide constructive feedback. 93% opined that it is just not sufficient to attend the FDP but self learning and application is also crucial for self development. Cadre wise analysis showed more percentage of Professors with improved TL and assessment strategies as compared to Assistant, Associate professors and head of Institutions (HOI).

Conclusion: With varied response from participants it is difficult to generalize the results about positive impact. However, it opens up the discussion on the need of evaluating such programs more regularly specially long term impact  and incorporation of suggestions from participants.