Impact of structured meetings on the learning of faculty members

Objective: To determine impact of structured meetings on learning and faculty development Methodology: The observational cross sectional study was conducted at Bahria University Medical & Dental College from October 2010 to March 2011. Feed back of all faculty members of university was acquired on weekly structured meeting (with alternating theme of journal club and problem based scenario presentation) by a self reported questionnaire. The responses obtained on a 5-point Likert scale were divided into two groups; I senior faculty (professors associates and assistants) II junior faculty (lecturers). Chi square test was applied to compare categorical variables and results considered significant with p value< 0.05. Result: 49 faculty members; 15 in Group I and 34 in Group II responded 90% respondent considered it to be a healthy activity. Senior faculty agreed to the usefulness of structured meetings in terms of faculty development social interaction provision of learning opportunities upgrading of presentation communication listening and critical appraisal skills understanding of biostatistics self awareness personal productivity and tolerance to listen to criticism more than the junior faculty (p-value 0.000). Conclusion: The perception regarding weekly structured meeting indicated that it enhanced faculty's knowledge improved presentation skills enhanced confidence level developed positive attitudes and promoted educational leadership qualities in the faculty all through interaction and dialogue.