Development of a Blended Clinical Education Faculty Development Program in Postgraduate Medical Education and Evaluation with the Kirkpatrick Model

Background: The structure of postgraduate medical education differs as it is mostly a competency-based education focused on opportunity-based learning. The content of faculty development programs (FDPs) is mostly intended to help enhance knowledge and skills and to adapt to the developing and changing educator roles by responding to the needs of educators. The aim of this study was to develop a blended FDP for postgraduate medical educators implement the program evaluate it using the Kirkpatrick model. Materials and Methods: Clinical educators of internal medicine and obstetrics and gynecology were included in the study. The program was carried out with asynchronous training through an online learning management system, and face-to-face training with 5 modules. The program was evaluated with the Kirkpatrick model. Results: The Likert scale scores were: achievement of session objectives 4.74, training techniques-methods 4.75, program content 4.77, performance of trainers 4.72, duration-methods of sessions 4.89, and satisfaction 4.85. The pre-test and post-test results were found to be statistically significant (p<0.001 and p=0.001). When the educational activities carried out in the clinics before and after the training were compared, journal club activity at the end of the program increased statistically (p<0.001), while a statistically significant increase was detected in the appointment of educational consultants to residents after the training (p=0.001). Conclusion: This study is the first blended clinical FDP developed, implemented and evaluated with the Kirkpatrick model for postgraduate medical education. According to the results, the program was found to be successful at every stage of its evaluation.