Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review

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dc.contributor.authorKeiller, Lianne
dc.contributor.authorNyoni, Champion
dc.contributor.authorVan Wyk, Chantel
dc.date.accessioned2022-04-25T11:17:03Z
dc.date.available2022-04-25T11:17:03Z
dc.date.issued2022
dc.description.abstractBackground Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. Methods A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. Results The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. Conclusion Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifierhttps://doi.org/10.1186/s12960-022-00711-6
dc.identifier.citationKeiller, L., Nyoni, C., & Van Wyk, C. (2022). Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review. Human Resources for Health, 20, 12. https://doi.org/10.1186/s12960-022-00711-6en_ZA
dc.identifier.issn1478-4491
dc.identifier.urihttp://hdl.handle.net/11660/11576
dc.language.isoenen_ZA
dc.publisherBMCen_ZA
dc.rights.holderAuthor(s)en_ZA
dc.rights.licensehttp://creativecommons.org/licenses/by/4.0/
dc.subjectHealth professions educationen_ZA
dc.subjectOnline faculty developmenten_ZA
dc.subjectFaculty developmenten_ZA
dc.subjectCommunity of practiceen_ZA
dc.subjectEducational design researchen_ZA
dc.subjectConjecture mappingen_ZA
dc.subjectLow- and middle-income countriesen_ZA
dc.titleOnline faculty development in low- and middle-income countries for health professions educators: a rapid realist reviewen_ZA
dc.typeArticleen_ZA
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