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Effectiveness of a Teacher Training Workshop: An Interventional Study

Article in Journal of Clinical and Diagnostic Research · February 2018

DOI: 10.7860/JCDR/2018/30165.11219

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DOI: 10.7860/JCDR/2018/30165.11219
Original Article

Effectiveness of a Teacher Training

Education Section

Workshop: An Interventional Study

ANURADHA MOKKAPATI1, PRASHANTH MADA2

ABSTRACT sessions, to test the participants improvement in knowledge.

Introduction: There is an increasing demand upon medical The mean test scores for both pre test and post-test were
school faculty to be effective teachers. Faculty development is compared using a Paired t-test.
an important component in medical education, for the institutes Results: The mean post-test scores (12.552±2.080) showed
to excel. Pre test/post-test evaluation is one of the assessment significant improvement (p<0.001) compared to the mean pre
tools commonly used in many educational workshops. test score (3.655±1.798), using a Paired t-test. The number of
Aim: To conduct a faculty development workshop for two days, incorrect responses per question showed considerable drop:
and to test the improvement in knowledge of the participants by 6.138±2.199 in the pre test and 1.448±1.270 in the post-test.
using pre test and post-test evaluation. The number of not attempted questions also showed a decrease
in the post-test (1±1.414) compared to pre test (5.207±2.896).
Materials and Methods: A two day teacher training workshop
was conducted in January 2017. A total of 29 faculty participated Conclusion: There was an improvement in the faculty
in the workshop. The sessions were interactive with several knowledge, as seen on comparison of the pre-test (3.655±1.798)
group activities. A pre test with 15 questions was given before scores with that of the post-test (12.552±2.080) scores. Regular
the sessions, and the same questions were repeated after the faculty development programs should be conducted.

Keywords: Assessment, Faculty development, Interactive sessions, Pre-test, Post-test

INTRODUCTION the participants using a pre-test/post-test questionnaire.

Teaching requires lot of commitment and involvement from the
faculty. It is not very simple, and is an art requiring a lot of skill MATERIALS AND METHODS
[1]. The purpose of teaching is not merely dispensing information, A cross-sectional interventional study was done to compare the
but also to develop skills and attitude [1]. There is an increasing effectiveness of a teacher training workshop among the participant
pressure on medical faculty to be effective teachers and also good faculty. A two day teacher training workshop was conducted for
clinicians [2]. There is a general view that faculty members learn the faculty at Apollo Institute of Medical Sciences and Research in
to teach not from learning their content but by observing it being January 2017. Ethical clearance was obtained from the Institutional
taught. The new joining faculty in a teaching institute generally learn Ethics Committee. Participation of the faculty was voluntary for which
their basic teaching skills by observing their teachers when they a circular was sent regarding details of the workshop, and the faculty
were students. [2]. Faculty development is now being recognised as was asked to send in their acceptance and details if interested. A
an important component in medical education. Unlike the previous total of 29 faculty had registered, most of them were in the grades
assumption that a competent basic or clinical scientist would be of Tutors to Assistant Professors and Associate Professors, with a
an effective teacher, it is now accepted that training for teaching is few in the Professor grade, from various clinical and basic sciences
an essential component [3]. Faculty development programs have departments. All participating faculty were undergoing the training
been done in several areas like health training, workshops, seminars for the first time. A speaker was invited from outside, and members
and short courses, site visits, fellowships and other longitudinal of Medical Education Unit at Apollo Institute of Medical Sciences
programs. All of these have shown to bring in a good impact on the and Research were also engaged in many sessions. The sessions
institutional climate, with enhancement in teaching, research and were held for two days, with eight hours of training schedule
administrative skills of the faculty in the institution [4]. each day. The training involved a combination of different types of
Evaluation is one of the essential elements of the educational teaching media (power point, white board, flip charts etc.,), lectures
process. Program evaluation in education is the systematic way of and teaching methods (group activities, team based learning
collection of information on whether the needs of the sessions have etc.,), thus making the sessions very interactive. Topics covered in
been met, and the objectives have been achieved. It also assesses the workshop were adult learning, taxonomy of learning, various
the educational quality of the organisation, the efficiency of its teaching-learning methods and various assessment methods for
training methods, and identifies aspects of the curriculum which students. Finally, the sessions were wrapped with an orientation
need to be improved and modified. Program evaluations should towards how to give feedback to students. All the participants
ideally be planned before beginning the educational program and attended all the sessions.
should be implemented simultaneously as the program progresses A pre-test containing 15 questions from various topics included
[5]. Pre-test/post-test evaluation has been recommended as a in the sessions were given on day one before the start of the
good method of evaluation of a program, as it is concise and brings workshop, and responses to the same questionnaire were obtained
in about a reasonable dialogue on improvement in learning which at the end of the workshop on day two, to test the participants
has occurred during the program [6]. With the above background, improvement in knowledge. The questionnaire contained both
a two day teacher training workshop was conducted for the faculty, open ended and closed ended questions. All resource faculty
and was evaluated by measuring the improvement in knowledge of contributed to approximately two questions from their respective
Journal of Clinical and Diagnostic Research. 2018 Feb, Vol-12(2): JC09-JC12 9
 Anuradha Mokkapati and Prashanth Mada, Effectiveness of a Teacher Training Workshop: An Interventional Study www.jcdr.net

topics which were validated among the resource faculty. A final education workshops, which assess the baseline knowledge
question paper was made with 15 questions and each question about the topics which would be covered in the workshop, and
was allotted one mark. An answer key was prepared for all the then compares the knowledge improvement obtained about the
questions (open and close ended). For the open ended questions concepts after workshop.
the criteria selected were the inclusion of key words and the Pre-test and post-test is a simple method of evaluation of a
sentences giving the same meaning. Participants were given 15 program, with which we can quantify the knowledge gained during
minutes each time during pre-test and post-test. Each correct the sessions by the participants having diverse learning styles and
response was awarded one mark and an incorrect response educational backgrounds [10]. Similar outcome was seen in the
was not given any marks. All 29 faculty were given participation
present study with improvement in knowledge (improvement in
certificates at the end.
scores) in the post-test compared to the pre-test.
Appendix 1: Questionnaire for pre and post-test for reference.
Pre-tests are generally used to measure the pre-existing
knowledge of the participants on the topic, to inform the
Statistical Analysis instructor about the areas to be stressed more and to inform
The mean test scores for both pre-test and post-test were compared
the students on the level of learning to be achieved during the
using a Paired t-test, for a p-value of <0.05, which was taken to
sessions [10].
be significant. The statistical package used was windows SPSS
version 24.0. Post-tests usually measure the amount of learning which has
occurred at the end of the course, whether the instructor’s
RESULTS objectives for the sessions have been achieved, if any additional
A total of 24 female and 5 male faculty participated in the help is required for some of the learners, and if any modifications
workshop, many of them were in the age group of 30-40 years. have to be incorporated in the course to achieve the unfulfilled
The designations of the faculty were ranging from Tutors (5) objectives [10].
to Assistant Professors (12) to Associate Professors (10) and A few precautions have to be taken before preparing a test
Professors (2). The mean post-test scores (12.552±2.080) questionnaire like incorporating the mandatory instructions for the
showed significant improvement (p<0.001) compared to the mean tests, proper labeling the required fields, being vigilant about the
pre-test score (3.655±1.798), using a paired t-test [Table/Fig-1]. learning objectives, taking care that both pre and post-tests have
The number of incorrect responses per question were reduced, the same items, correct numbering of the questions and options,
(6.138±2.199) in the pre-test and 1.448±1.270 in the post-test avoiding negative questions misleading the learners, and taking a
[Table/Fig-1]. The number of not attempted questions were also
printout to see if all the test items are complete [10].
decreased in the post-test (1±1.414) compared to the pre-test
(5.207±2.896) for a p<0.001 [Table/Fig-1]. One disadvantage of pre-test/post-test is that it usually measures
the students ability to retain and recall known facts and does not
necessary indicate an improvement in performance [10].
Pre-test score Post-test score Cook DA and Beckman TJ, recommended the only post-test
Responses p-value
(Mean±SD) n=29 (Mean±SD) n=29
study design citing a few references of Campbell DT and Stanley
Correct 3.655±1.798 12.552±2.080 <0.001
JC and of Frankel JR and Wallen NE [11-13]. Campbell DT and
Incorrect 6.138±2.199 1.448±1.270 <0.001 Stanley JC, stated that the pretest concept, deeply embedded
Not attempted 5.207±2.896 1±1.414 <0.001 in research workers in education and psychology, is not actually
[Table/Fig-1]: Comparison of pretest and posttest scores. essential and the randomised post-test only should be preferred
[12]. Fraenkel JR and Wallen NE, also stated that the randomised
DISCUSSION post-test only design is probably the best of all designs in
The quality of medical education is determined by teachers, experimental studies provided at least 40 participants are there
students and the curriculum, and of these the former has received in the group [13].
least attention [7]. Ramalingaswami V stated that, The problem An option to the traditional pre-test and post-test is to have a
in medical education is not ability of students to learn, but the post-test then pre-test method, where the learner is asked to
ability of teachers to facilitate learning [8]. Medical schools have
report the post-test behavior first and then his perception of
been encouraged to emphasise teaching abilities when recruiting
behavior before taking the course, which is said to be equivalent
and promoting staff and to help existing staff to become better
to pre-test. Some educators opine this to be a more accurate
teachers. Steinert Y et al., after reviewing the faculty development
measurement, and that the bias in self reporting can be minimised
interventions (to improve teaching effectiveness in medicine)
[10]. There are a few more stating this but this was not followed
opined that these interventions brought about positive changes
in the present study.
in teachers attitude, knowledge and skills [3]. They further stated
that the impact of these activities on the organisation has to be The mean post-test scores (12.552±2.080), in the present
analysed further. study, showed significant improvement (p<0.001) compared
The participants appreciated the sessions and opined that to the mean pre-test score 3.665±1.798, using a Paired
they were informative. They also opined that the program was t-test. In a similar study done by Baral N et al., their post-test
excellent, different teaching techniques were taught using different score (16.1±1.68) after a teacher training workshop showed
methods (role play, activity, videos etc.,), resource persons had considerable improvement over the pre-test score (13.23±2.59)
good time management, and that more such activities in future for a p<0.001 [9]. In another study by Dhungana GP et al., they
would be good. also reported an improvement in their post-test score (33.6±5.6)
in a faculty development workshop over their pre-test score of
It has been established that the mode of assessment influences the
learning style of students (assessment drives learning) and it has 26.7±5.0 for a p<0.001 [4].
been shown that medical students are susceptible to this influence. The present study showed a considerable improvement in
Assessment is one of the important components of educational knowledge of the participants after the workshop, as shown by the
spiral [9]. There are several assessment methods, of which pre-test improvement in the post-test scores over the pre-test scores, thus
and post-test evaluation is a common method followed in medical indicating that the workshop was effective.
10 Journal of Clinical and Diagnostic Research. 2018 Feb, Vol-12(2): JC09-JC12
www.jcdr.net Anuradha Mokkapati and Prashanth Mada, Effectiveness of a Teacher Training Workshop: An Interventional Study

LIMITATION [2] Baral N, Paudel BH, Das BK, Aryal M, Das BP, Jha N, et al. An evaluation of
training of teachers in medical education in four medical schools of Nepal. Nepal
Limitations of the present study were that faculty feedback was not Med Coll J. 2007;9(3):157-61.
taken in a proper format, and the opinions gathered were just only [3] Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al. A
at random. systematic review of faculty development initiatives designed to improve
teaching effectiveness in medical education: BEME Guide no. 8. Med Teach.
2006;28(6):497-26.
CONCLUSION [4] Dhungana GP, Piryani RM, Chapagain ML, Neupane M. Effectiveness of teacher
There was an improvement in the faculty knowledge after the training conducted at chitwan medical college, Bharatpur, Nepal. J Chitwan Med
Coll. 2015;5(12):01-05.
workshop. The participant faculty gave a good feedback about [5] Musal B, Taskiran C, Gursel Y, Ozan S, Timbil S, Velipasaoglu S. An example of
the sessions and expressed their wish to attend to more such program evaluation project in undergraduate medical education. Educ Health.
workshops. Several faculty development workshops are being 2008;21(1):113.
[6] Choosing the right method: Pre-test/Post-test evaluation (document on internet).
conducted in medical education in several medical colleges. Only a Boston university and Cabrillo colleges SLO websites; 2013. [Accessed
few references are available in literature for studies concentrating on 4/23/2014]. Available from: http://www.lbcc.edu/outcomesassessment/
improvement in knowledge of the participants. The present study, documents/coursemethods/Pre-and-Post-Test-Information.pdf
[7] Sinclair D. Teachers. In: Basic Medical Education. Oxford: Oxford University
can be cited as a reference. Press; 1972. http://onlinelibrary.wiley.com/doi/10.1016/0307-4412(73)90062-9/
pdf Spring 1973 Vol. 1 No. 2.
Acknowledgements [8] Ramalingaswami V. Medical education: how is change to come about? Med
Educ. 1989;23(4):328-32.
I owe my acknowledgements to Dr. Dilip Mathai, Dean of our [9] Baral N, Gautam A, Lamsal M, Paudel BH, Lal Das BK, Aryal M. Effectiveness
Institute, for giving us the opportunity to conduct this workshop, of teachers’ training in assessment techniques: participants’ perception.
and the management of Apollo Institute of Medical Sciences Kathmandu Univ Med J. 2011;35(3):189-92.
[10] Pre-and Post-testing [document on internet]. Available from: http://www.bumc.
and Research (AIMSR). A special thanks to our student from 6th bu.edu/fd/files/PDF/Pre-andPost-Tests.pdf. Access date-20/04/2017.
semester, Ms Naveena, who had helped us with the statistics. [11] Cook DA, Beckman TJ. Reflections on experimental research in medical
education. Adv Health Sci Educ Theory Pract. 2010;15(3):455-64.
[12] Campbell DT, Stanley JC. Experimental and quasi-experimental designs for
REFERENCES research. Boston: Houghton Mifflin Company. 1966;01-84.
[1] Gaur A, Bansal A, Bindal J. Impact of basic medical education on medical [13] Fraenkel JR, Wallen NE. How to design and evaluate research in education. 5th
teachers. J Med Res. 2015;1(3):95-103. ed. New York: MacGraw-Hill. 2003.

PARTICULARS OF CONTRIBUTORS:
1. Professor, Department of Microbiology, Apollo Institute of Medical Sciences and Research, Jubilee Hills, Hyderabad, Telangana, India.
2. Associate Professor, Department of Forensic Medicine, Apollo Institute of Medical Sciences and Research, Jubilee Hills, Hyderabad, Telangana, India.

NAME, ADDRESS, E-MAIL ID OF THE CORRESPONDING AUTHOR:

Dr. Anuradha Mokkapati,
Professor, Department of Microbiology, Apollo Institute of Medical Sciences and Research,
Jubilee Hills, Hyderabad-500096, Telangana, India. Date of Submission: May 16, 2017
E-mail: [email protected] Date of Peer Review: Jul 18, 2017
Date of Acceptance: Oct 07, 2017
Financial OR OTHER COMPETING INTERESTS: None. Date of Publishing: Feb 01, 2018

Journal of Clinical and Diagnostic Research. 2018 Feb, Vol-12(2): JC09-JC12 11

 Anuradha Mokkapati and Prashanth Mada, Effectiveness of a Teacher Training Workshop: An Interventional Study www.jcdr.net

APPENDIX 1 (QUESTION PAPER)

Apollo Institute of Medical Sciences and Research

Medical Education Workshop 23-01-2017
Pre-test
1. Mention two stages of group development.
2. What are the three domains of learning?
3. Define specific learning objectives (SLO)
4. List 2 techniques for making lectures interactive.
5. Define integrated learning
6. List four methods of assessment
7. Enumerate the types of OSCE/ OSPE stations.
8. The following are all examples of the characteristics of effective feedback except:
a) Timely b) Objective c) Criterion-referenced d) Critical
9. Benefits of structured viva voce over traditional viva voce are ______________, _______________ and ____________________.
10. Viva/ Orals test ________________ level of Bloom’s taxonomy
11. List two advantages of lesson plan
12. Microteaching sessions provide an opportunity to teachers to
a) Develop new teaching skills
b) Train students
c) Teach a small group
d) Cover small portion of syllabus
13. How does formative assessment differ from summative assessment
14. What constitutes a small group?
15. Name four techniques which can be used in small group teaching
(The same questions were given for post-test).

12 Journal of Clinical and Diagnostic Research. 2018 Feb, Vol-12(2): JC09-JC12

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