Evaluating the impact of faculty development programs at the workplace by using Reflective Critique writing technique
Authors: Amin Sarah , Muhammad Shabana Ali , Yasmeen Rahila 
Published: December 2023

Background
The professional development of faculty members is essential for improving the quality of education. Faculty development programs play a very vital role in continued professional development of faculty. Reflective Critique writing is an important tool for evaluation of faculty development programs as it provides opportunities for self-reflection, self-critique and self-awareness. The experience of Reflective Critique writing needs to be explored in order to encourage the faculty to engage in Reflective Critique writing and improve their personal & professional growth. Aim of study Was to determine the effectiveness of Reflective Critique writing in improving the teaching skills of medical teachers after a formal faculty development training & to explore the experience of faculty members using Reflective Critique technique to improve their teaching skills after a formal faculty development training.
Method
It was a Quantitative quasi experimental study design. Purposive sampling technique was used for this study (27 faculty members). Case based learning facilitation skills workshop was conducted as a part of faculty development program in which participants were also trained on writing Reflective Critique texts on the what, so what & now what model. Participants also went through pre & posttest of the workshop & wrote their first Reflective Critique text. First evaluation for seeing improvement in teaching skills, learning transfer & behavior changes with Reflective Critique writing was carried out after 3 months at workplace (round 1) & second evaluation on the same pattern was carried out after 6 months of workshop at workplace (round 2). Participants wrote 3 Reflective Critique texts in total.
Results
Results included the grading of reflective capacity of participants on REFLECT rubric & comparison of pre & posttest results. REFLECT rubric grading showed that in 3rd Reflective Critique writing almost 80% of the participants became critical reflectors, participants reflective capacity improved gradually (from 1st writing to 3rd writing) from 60% critical reflectors to 80% critical reflectors showing the effectiveness of the training program & increased effectiveness of teaching skills, learning transfer & behavior change at workplace. Evaluation was taken up to level 3 of the Kirkpatrick model of evaluation. Results of pre & posttest showed marked improvement in posttest results with a significant p-value indicating the success of intervention. Hence the data analysis showed the improved teaching skills, enhanced learning transfer at workplace with a positive behavior change which clearly indicated the effectiveness of Reflective Critique in improving the teaching skills of the participants & behavior change at workplace as well as their personal & professional development.
Conclusion
Reflective Critique writing enabled the participants to get a deeper critical evaluation of the faculty development program, which in return enhanced their overall performance at workplace.