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FACER Subcommittee
Faculty Development in Medical Education
Faculty Development Programs 2012
Faculty Development Plan 2013
Handout for Monthly Update
FACER Subcommittee

Chairperson: Dr.M.Manoharan
Vice Chair: Dr.N.Palaniappan
Co-ordinator: Dr.K.Shantaraman
 Academic Lead
 Dr. K.Swaminathan
 Dr. M.Saradha
 Dr. V.Ramesh Babu
 Dr. B.Meenakshi
 Dr. A.Selvamurugan
 Dr. G.Revathy
 Dr. R.Vairamuthuraju
 Dr. Meenakshi Sundari
 Dr. S.M.Kannan
Faculty development in Medical Education 

It has been a common event in contemporary medical education were we see teachers teaching as they were taught. The Medical teachers were not exposed to formal training program in teaching skills. It was strongly believed that ‘good’ clinicians was always a ‘good’ teacher. In turn these master of medical education used time and experience to innovate and embellish their teaching skills which were later even enunciated as methods. But today the scenario has swung west on the spectrum, with a large number of new academic faculty joining medical schools with inadequate teaching skills. This situation, coupled with the burgeoning requirement of teachers and a equally accelerated delivery of qualified faculty eligible's, the need for formal introduction of teachers to the basic principles of teaching and learning is essential.Such efforts for sensitizing the teachers to teaching have, with complimentary efforts of the experienced old hands, administrations of medical education and the regulators like the universities and Medical Council of India, become more organized and with global inputs is presently labelled as “Faculty Development”. This term has been traditionally used to describe the activities undertaken by academic staff in educational institutions and implies that individual intellectual and professional growth is an expected outcome of these programmes. The key question is how we develop medical “teachers”?: Most medical teachers are not aware that their lack of knowledge of teaching skills or the lack of formal training in teaching, hinders their growth as medical teachers. For the clinical medical teacher, the clinical responsibilities weighs down, on the importance and time they may allocate to actual teaching. The range of activities in medical teaching too are diverse with an additional emotional angle of teaching, that makes such training of doctor teachers, a complex process. Training medical teachers to teach and to be able to reflect upon and analyse their teaching strategies is thus an important aspect of faculty development. In India the role of facilitation of such development is run by the Medical education Units. The MEU as they are better known, play the role of teacher training in most medical schools. With increasing awareness among patients and expanding medical frontiers, societal expectations on doctors have increased considerably recent times. Medical curricula have become more complex. Hence newer methods of curriculum delivery and assessment methods need be innovated and adopted. Skills such as change management, professionalism are needed due for rapid advancements. Medical educations units need to train teachers in these advancements. Some of the important attributes of Medical Education units include (1).Coordination of activities of the curriculum development team and disseminate the information to various departments. (2) Introduction of innovative curricular reforms and newer educational technologies (3) Facilitation of an integrated and multidisciplinary approach in the organization to oversee and audit educational programmes of the various departments in order to ensure quality assurance (4) Coordination and conduct of Faculty Development workshops to impart and sensitize faculty members to use newer technologies in their own areas of specialization (5) Development of clinical and surgical “Skills Training Labs” (6) Developing simulators labs and e -learning modules (7) Developing innovative assessment modules and to provide resource material on medical education through MEU library (8) Sensitization and motivation of faculty members towards medical educational research (9) Rewarding faculty contributions towards medical education (10) Creation of a culture of educational research and generation of publications in medical education. (11) Provision of a forum for learning principles of ethics and professionalism in clinical practice and research.


Faculty Development Centre for Medical teachers have major plans for the years forward for the creation of a “Regional Medical Education Training Centre”. This proposed unit will strive to disseminate teaching improvement courses to medical faculty regionally through our trainer-training programs in Clinical and Basic Science Teaching. The center's shall offer career development opportunities for faculty participants and a mechanism for institutional improvement. The campus has a MET faculty base to conduct workshops for other institutions and organizations. This centre shall provide teaching improvement support to medical teachers at the Schools of Medicine to which they are attached in undergraduate, graduate and continuing medical education through workshops and consultation. Since 1996, the TVMC Faculty Development Center has trained its faculty to provide ongoing faculty development in areas critical to medical education and practice.

Faculty Development Programs 2012

Faculty Development Plan 2013

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