Universal Journal of Educational Research Vol. 7(11), pp. 2278 - 2286
DOI: 10.13189/ujer.2019.071105
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Faculty Development Framework: Experience of Kazakhstani Medical Schools

Guldana Akhmetova ^1,*, Vaiva Hendrixson ^2,3, Ulmira Nuralieva ^4
1 Department of History of Kazakhstan and Social Political Sciences, Medical University of Karaganda, Kazakhstan
² Medical University of Karaganda, Kazakhstan
³ Faculty of Medicine of Vilnius University, Institute of Biomedical Sciences, Lithuania
⁴ Department of Medical Education Management, Ministry of Healthcare of the Republic of Kazakhstan, Kazakhstan

ABSTRACT

Kazakhstani higher education institutions have been facing the reformation of the education system since the country gained independence in 1991. The transition from the former Soviet education system to the Bologna process parameters required the reconciliation of a new education paradigm. This has changed faculty members' role from transmitting knowledge to facilitating the learning process. There are 124 higher education institutions in Kazakhstan, and six of them are medical schools. The latter lacked joint pedagogical competencies for faculty members in the medical field. With the support of the Ministry of Healthcare of the Republic of Kazakhstan and with the agreement of the leaders of the medical schools, a pilot project on faculty development was launched at Karaganda State Medical University in 2017. In June 2017, from September to November 2017, and from April to June 2018, over 416 faculty members were provided training courses on pedagogical skills. Instead of undergoing testing to assess of outcomes, faculty members responded to open-ended questions at the end of each course. In order to serve as a trainer at their home institutions, faculty members needed to score 85 or higher. According to the results, only 28 (11%) of 250 in the 2017 cohort achieved the status of trainer, and 19 persons (11%) of 166 in the 2018 cohort achieved the status of trainer. This article explores faculty perceptions of faculty development courses based on survey results, the challenges and opportunities of launching this project, and the experience of medical schools in Kazakhstan in shaping a unique model for the framework of faculty development.

KEYWORDS
Faculty Development, Faculty Perception, Framework, Medical Schools, Kazakhstan

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Guldana Akhmetova , Vaiva Hendrixson , Ulmira Nuralieva , "Faculty Development Framework: Experience of Kazakhstani Medical Schools," Universal Journal of Educational Research, Vol. 7, No. 11, pp. 2278 - 2286, 2019. DOI: 10.13189/ujer.2019.071105.

(b). APA Format:
Guldana Akhmetova , Vaiva Hendrixson , Ulmira Nuralieva (2019). Faculty Development Framework: Experience of Kazakhstani Medical Schools. Universal Journal of Educational Research, 7(11), 2278 - 2286. DOI: 10.13189/ujer.2019.071105.