A faculty trainer model: increasing knowledge and changing practice to improve perinatal HIV prevention and care
CK Burr, DS Storm, E Gross - AIDS Patient Care & STDs, 2006 - liebertpub.com
… knowledge ratings and planned or actual practice change. While results among jurisdictions
and different presenters were highly consistent, knowledge-… impact on practice were an …
and different presenters were highly consistent, knowledge-… impact on practice were an …
Effectiveness of online simulation training: Measuring faculty knowledge, perceptions, and intention to adopt
S Kim, C Park, J O'Rourke - Nurse education today, 2017 - Elsevier
… Important outcomes, including licensure pass rates, nursing knowledge, and perceived
readiness to practice were similar in nursing students who spent 50%, 25%, or no hours in high-…
readiness to practice were similar in nursing students who spent 50%, 25%, or no hours in high-…
[HTML][HTML] The impact and effectiveness of faculty development program in fostering the faculty's knowledge, skills, and professional competence: A systematic review …
SY Guraya, S Chen - Saudi journal of biological sciences, 2019 - Elsevier
… The participants purported that the programs encouraged them to enhance didactic practice
and they increased their knowledge of didactic innovation. Some faculty members proposed …
and they increased their knowledge of didactic innovation. Some faculty members proposed …
Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
… way they were taught” and instead begin to acknowledge and appreciate the rich and varied
sources of knowledge that informs faculty instructional practice and professional identities. …
sources of knowledge that informs faculty instructional practice and professional identities. …
Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators into practice
CF Chia, VD Nadarajah, V Lim, S Kutzsche - Medical teacher, 2021 - Taylor & Francis
… transfer of knowledge, skills, and confidence from faculty training into practice in supporting
… and skills transfer may show the sustainability of the impact of the faculty training programme…
… and skills transfer may show the sustainability of the impact of the faculty training programme…
Faculty development: principles and practices
Y Steinert, KV Mann - Journal of veterinary medical …, 2006 - jvme.utpjournals.press
… of practice. By working together and participating in a larger community, faculty can build new
knowledge and … Communities of practice can work at two levels. First, there is the everyday …
knowledge and … Communities of practice can work at two levels. First, there is the everyday …
Twelve tips for implementing a community of practice for faculty development
… A successful CoP creates and shares knowledge in the context of a specific practice toward
… of applying best practices in health professions education and training new faculty members. …
… of applying best practices in health professions education and training new faculty members. …
Best practices in the training of faculty to teach online
PD Wolf - Journal of Computing in Higher Education, 2006 - Springer
… best practices in training for teaching wholly online, this study examined a facultytraining …
The way to create and disseminate this new knowledge is through employee training. A …
The way to create and disseminate this new knowledge is through employee training. A …
Faculty perceptions on accessibility in online learning: Knowledge, practice and professional development.
… Because the objective of this study is to make inferences about faculty perceptions of their
knowledge of laws, institutional policies, online pedagogical practices, and professional …
knowledge of laws, institutional policies, online pedagogical practices, and professional …
The effectiveness of a faculty training programme: Long‐term and institutional impact
A Stes, M Clement, P Van Petegem - International Journal for …, 2007 - Taylor & Francis
… this optimisation?” and “Which knowledge or skills acquired during the training programme
have you not implemented in your day‐to‐day teaching practice?”) were formulated very …
have you not implemented in your day‐to‐day teaching practice?”) were formulated very …
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