BACKGROUND Soon after Bhutan's first medical university was established in 2012, Faculty Development Programmes (FDPs) were adopted for efficient delivery of postgraduate medical curriculum. Medical education was an additional responsibility for the clinicians who already had multi-dimensional roles in the healthcare system where there is acute shortage of healthcare professionals. We studied the impact of FDPs on postgraduate medical education in Bhutan. METHODS This was a mixed-methods study with a quantitative (cohort study - quasi-experimental with 18 participants) and concurrent explanatory qualitative component (focused group discussion (FGD) with 11 teaching faculty members). The 18 participants were given a structured FDP designed by the University. The FGD assessed teacher self-efficacy and competency using standard tools before and after the FDP. Thematic analysis of the FGD explored the impact of FDPs in the delivery of postgraduate residency programmes. RESULTS There were significant increase in the teacher self-efficacy (31 vs 34, p = 0.009) and competency scores (56 vs 64, p = 0.011). There were significant improvements in self-efficacy in the domain of the teaching relevant subject contents and developing creative ways to cope with system constraints. In teaching-learning assessments, there was a significant appreciation of the effectiveness of lectures and tutorials and the use of essay questions. The FGD demonstrated the acceptance of FDPs and its importance in quality improvement of postgraduate medical education, professional development of teachers and improvement of their communication skills. The teachers have now migrated from the conventional methods of teaching to workplace-based teaching and assessment. The FDPs also resulted in review and revision of postgraduate medical curriculum soon after the first batch graduated in 2018. Lack of adequate support from relevant stakeholders and lack of a medical education centre in the University were seen as major challenges. CONCLUSIONS The FDPs have brought tangible professionalization of postgraduate medical education at an early stage of the medical university. There is a need for continued efforts to strengthen, sustain and consolidate the gains made thus far.

中文翻译：

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教师发展计划对不丹医学教育的自我效能，能力和态度的影响：一项混合方法研究。

背景技术不丹的第一所医科大学于2012年成立后不久，就通过了教师发展计划（FDP）来有效地提供研究生医学课程。对于在医疗保健系统严重短缺的医疗保健系统中已经扮演多维角色的临床医生而言，医学教育是另一项责任。我们研究了FDP对不丹研究生医学教育的影响。方法这是一项混合方法研究，包括定量研究（队列研究-准实验，有18名参与者）和同时说明性的定性成分（与11名教职人员进行的焦点小组讨论（FGD））。这18名参与者获得了大学设计的结构化FDP。FGD在FDP之前和之后使用标准工具评估了教师的自我效能和能力。FGD的主题分析探讨了FDP对提供研究生居住计划的影响。结果教师的自我效能（31 vs 34，p = 0.009）和能力得分（56 vs 64，p = 0.011）显着增加。在教学相关主题内容和开发创新方法以应对系统约束方面，自我效能得到了显着改善。在教学评估中，人们对讲座和辅导的有效性以及作文题的使用表示了极大的赞赏。FGD证明了FDP的接受及其对改善研究生医学教育质量的重要性，教师的专业发展和沟通技巧的提高。现在，教师已从传统的教学方法迁移到基于工作场所的教学和评估。FDP还导致在2018年第一批研究生毕业后不久对研究生医学课程进行了审查和修订。缺乏相关利益相关者的充分支持以及大学缺乏医学教育中心被视为主要挑战。结论FDP在医科大学的早期就带来了研究生医学教育的切实专业化。有必要继续努力，以加强，维持和巩固迄今取得的成就。FDPs还导致在2018年第一批毕业生毕业后不久对研究生医学课程进行了审查和修订。缺乏相关利益相关者的充分支持以及大学缺乏医学教育中心被视为主要挑战。结论FDP在医科大学的早期就带来了研究生医学教育的切实专业化。有必要继续努力，以加强，维持和巩固迄今取得的成就。FDPs还导致在2018年第一批毕业生毕业后不久对研究生医学课程进行了审查和修订。缺乏相关利益相关者的充分支持以及大学缺乏医学教育中心被视为主要挑战。结论FDP在医科大学的早期就带来了研究生医学教育的切实专业化。有必要继续努力，以加强，维持和巩固迄今取得的成就。结论FDP在医科大学的早期就带来了研究生医学教育的切实专业化。有必要继续努力，以加强，维持和巩固迄今取得的成就。结论FDP在医科大学的早期就带来了研究生医学教育的切实专业化。有必要继续努力，以加强，维持和巩固迄今取得的成就。