Hegazy, N., Soliman, S., Ahmed, S., Ahmed, M. (2022). An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication. The Egyptian Journal of Hospital Medicine, 86(1), 384-390. doi: 10.21608/ejhm.2022.212846
Nagwa Nashat Hegazy; Saeed SA Soliman; Samar A Ahmed; Marwa M Ahmed. "An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication". The Egyptian Journal of Hospital Medicine, 86, 1, 2022, 384-390. doi: 10.21608/ejhm.2022.212846
Hegazy, N., Soliman, S., Ahmed, S., Ahmed, M. (2022). 'An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication', The Egyptian Journal of Hospital Medicine, 86(1), pp. 384-390. doi: 10.21608/ejhm.2022.212846
Hegazy, N., Soliman, S., Ahmed, S., Ahmed, M. An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication. The Egyptian Journal of Hospital Medicine, 2022; 86(1): 384-390. doi: 10.21608/ejhm.2022.212846
An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication
Background: Due to the COVID 19 pandemic, all the universities worldwide are experiencing a paradigm shift to online learning. Baby boomers and Generation X need to cope with the challenging transformation, so an emerging need for a faculty development program was needed towards achieving the goal of that transformation. Objectives: To describe and assess an inverted virtual faculty development program (VFDP) that was designed and implemented for the first time in the school to equip educators with the necessary technology competencies for remote online learning. Methods: An interventional prospective study held in a university setting post need analysis conduction to prioritize the required technological skills for faculty members. The program was designed to integrate five essential skills needed to by faculty members to teach remotely. The intervention comprised attending five virtual sessions after watching a pre-distributed material, then evaluated using the Kirkpatrick model. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). The percentage of the departments that applied the program components showed that 96% of them were able to record lectures. In addition, 80% of them were able to develop online quizzes. Conclusion: The inverted virtual faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.
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