Assessment of faculty development programs in African Medical Schools: A systematic review

Abstract

Background: Faculty development is a critical component of medical education, playing a pivotal role in enhancing the quality of teaching, research, and clinical practice. In the context of African medical schools, where unique challenges exist, the effectiveness of faculty development programs becomes crucial. This systematic review aims to evaluate and analyze the existing literature on faculty development programs (FDPs) implemented in African medical schools. Aim: The primary focus was to assess the effectiveness, impact, and key characteristics of these programs in enhancing the teaching, research, and professional development of faculty members. Method: A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals, conference proceedings, and grey literature databases. Inclusion criteria encompassed articles reporting on faculty development initiatives within medical schools across the African continent. The search was not restricted by publication date, ensuring a broad scope of evidence. The initial search yielded a substantial number of studies, and after screening for eligibility, a final set of articles was included in the systematic review. The identified faculty development programs varied in their structure, duration, and focus areas, encompassing pedagogical training, research capacity building, and leadership development. The outcomes assessed included changes in teaching methodologies, research productivity, and overall job satisfaction among faculty members. Conclusions: This review suggests that there is need to invest in faculty development program, create a better learning policy, by implementing these strategies, the quality of teaching, research, and clinical practice will be improved In African medical schools.