Factors Affecting Transfer of Training to the Workplace after Faculty Development Program: what do Trainers Think? Volume 3 - Issue 3

Muhammad Zafar Iqbal* and Mona Hmoud Al Sheikh

• Department of Medical Education, Imam Abdulrahman Bin Faisal University, Saudi Arabia

Received: March 12, 2018;   Published: April 03, 2018

*Corresponding author: Muhammad Zafar Iqbal, Department of medical education, Building 400, King Fahd University Hospital, Al-Khobar, Saudi Arabia

DOI: 10.26717/BJSTR.2018.03.000905.Appendix A.

Abstract PDF

a. Education and Experience

Q For how long you have been involved in faculty development?

Q What formal qualification you have received in medical education?

Q What discipline of faculty you usually train?

b. Faculty Development and Transfer of Training

Q What are the goals and aims of program developers while designing faculty training programs?

Q What factors aid faculty members in transferring training to their educational practices?

Q What factors obstruct faculty members in transferring training to their educational practices?

c. Learners' Characteristics

Q What are the features or attributes of a faculty member that aid her/him to transfer training to teaching?

Q What are the features or attributes of a faculty member that obstruct her/him to transfer training to teaching?

d. Program Design Characteristics

Q What are the common issues in program designs that discourage transfer process?

Q What measures should be taken while designing faculty development programs that can help faculty in transferring the training?

e. Environmental Characteristics

Q How educational environment affects the transfer process?

Q What is the role of peers and administrative hierarchy in translation of training to workplace?