Prof.

Muhammad Umar (Sitara-i-Imtiaz

Vice Chancellor RMU.
MBBS, MCPS, FCPS, FRCP (Glasgow), FRCP (London), FACG (USA), AGAF (USA)
Chairperson & Professor of Medicine, Rawalpindi Medical College, Rawalpindi Chief
Gastroenterology &Hepatology Division, Holy Family Hospital, Rawalpindi
Chairman AsiaHep Pakistan
Governor American College of Gastroenterology (ACG)
Past President Past Society of Gastroenterology
President, Pakistan Society of Hepatology
President Rawalians’ Research Forum
President UFDP

Prof. Shagufta Saeed Sial

FCPS, FIGO. Fellowship (Canada)
Head of Department Obs/Gynae
Benazir Bhutto Hospital
Director UFDP
Rawalpindi Medical University.
Rawalpindi

Associate Professor Sadia Chaudhry

FCPS, MHPE
Head of Otorhinolaryngology, Head & Neck Surgery
District Headquarter Hospital
Deputy Director UFDP
Rawalpindi Medical University
Rawalpindi

Assistant Professor Hina Hanif Mughal

FCPS, CHPE
Dept. of Radiology
Benazir Bhutto Hospital
Rawalpindi Medical University
Rawalpindi

Sept 2022
 Motto

Vision

To Impart Evidence Based Research Oriented Medical Education.

To Provide Best Possible Patient Care.

To Inculcate the Values of Mutual Respect & Ethical Practice of Medicine.

Sept 2022
Prologue:
Faculty development has become an increasingly common initiative in health professions
faculties and their affiliated hospitals, regulatory bodies, and national and international
associations. Being a health professional, the title of "faculty" is associated with diverse roles.
The scope of professional duties has changed dramatically over the past decade, but it is sad
that faculty promotion criteria and tenure processes in health sciences are in a state of inertia.
These criteria are the significant driving force to guide faculty in their scholarly progression. In
May 2011, educators from around the world gathered in Toronto for the 1st International
Conference on Faculty Development. Organized by McGill University and the University of
Toronto, this conference was designed to encourage the exchange of best practices and
research findings, and to build a global community of leaders dedicated to the professional
development of faculty members in a variety of settings. Convinced of the importance of
faculty development to achieve the goals of medical education in a global context,
international faculty development leaders and educators in the health professions came
together to explore how faculty development can prepare health professionals for their
multiple roles as teachers and educators, leaders and managers, and researchers and scholars.
Palmer (1998)1 has said that the ‘growth of any craft depends on shared practice and honest
dialogue among the people who do it’. The goal of making this book: to make sense of the
practical experience and research findings that have accumulated in this community of
practice in order to help move the field of faculty development forward.
The conceptualization of University Faculty Development Program (UFDP) at Rawalpindi
Medical University was launched in Nov 2018 in Deans meeting at RMU. No such program
existed in the university before. It is a unique program designed to uplift and update the
existing knowledge, skill and attitude of our faculty and to inculcate superior qualities of
leadership, research, administrative management. Ultimately it serves to improve the delivery
of health care and to provide best services to ailing humanity, thus optimizing the nobility of
medical profession .
UFDP upholds the motto of the University i.e. “ Wisdom, Truth and Service”. Highly trained
and professional faculty of the University not only wins credentials at national and
international level but can also contribute in escalating the ranking of the University world

Sept 2022
over. Moreover, the first and the foremost aim of a professional doctor is explicitly achieved
as ‘The Patient deserves the best’ .
A team of experts was formulated comprising of eminent University Professors of RMU as well
as enthusiastic medical educationists under the chairmanship of honorable Vice Chancellor
(VC). Regular meetings were planned. Such programs already exist in various Western
universities but it was noted that they do not match the specific needs and requirements of
our society, culture and traditions. Local universities have their own preferences. Keeping in
view the motto of RMU, further brainstorming resulted in formulating a comprehensive list of
Faculty workshops. VC was kept on board who suggested to minimize the number of
workshops. Some lectures and symposia were also in plan. In subsequent meetings of
members of team the number and the days of workshops were reduced and adjusted to suit
the availability of the Faculty staff. The learning objectives, need assessment, audit, quality
assurance, feedback, tangible scoring, monitoring, supervision and funding of the workshops
were finalized under the able advice of VC. In May 2019, UFDP was finalized with 6 months
calendar and finally implemented in July 2019. The program is a great success.
It is hoped that this portrait of faculty development will be of interest to different stakeholders,
including faculty developers, educational leaders and administrators, teachers, students,
researchers, and policy makers in all of the health professions who are interested in pursuing
their own professional learning and that of their colleagues.
We hope that this collection, which includes content, will facilitate program planning,
implementation, and evaluation, move the scholarly agenda forward, and promote dialogue
and debate in this important field of practice and scholarship.

Sadia Chaudhry
FCPS, MHPE
Deputy Director Faculty Development Program
September 2022

Sept 2022
 Message from Vice Chancellor:

Rawalpindi Medical University is one of the most prominent medical universities in South Asia.
This institute has developed immensely since its up progression on 5th May, 2017.
This University aims to offer an ideal learning environment. Rawalpindi Medical University has
always been recognized as an exclusive spot in the public sector. It serves as an inspiring frontier
for health care formulation and medical education; with the three allied hospitals bearing the
burden of the city's health care needs, medical and paramedical along with undergraduate and
post-graduate training programs. Establishing a dynamic university is a knowledgeably
meaningful effort, but one that is far from relaxed. It requires self-possessed equipoise amongst
experienced government institutions: salute to the highbrow liberation and imagination. This
institution is eminent not only for the modernization in its teaching hospitals but also for faculty
development under various University Programs.
My vision is to make RMU a center of knowledge- sharing and to create a generation with
critical thinking who can debate human values, at its heart. I aim to lead the university into an
era of innovation and cutting edge scientific inquiry with a truly scientific, social, and economic
impact. A place where students are enabled and stimulated to achieve human excellence, and
where the ethos and values of quality assurance, transparency, merit, openness, accessibility,
participatory approach and gaining public confidence are held supreme.
I am certain that through the support and help of my team, we will be able to make RMU the
most sought after medical university in Pakistan; a university excelling not only in rankings but
also in inducing a positive change in the society by virtue of upholding the fundamental moral
and ethical human values.

Sept 2022
Editorial in JRMC:
University Faculty Development Program at Rawalpindi Medical University

Shagufta Saeed Sial1

1Professor of Gynecology and Obstetrics, Rawalpindi Medical University

Cite this Article: Sial, S. (2019). University Faculty Development Program at Rawalpindi Medical
University. Journal of Rawalpindi Medical College, 23(3), 121-122

Faculty development program refers to all activities taken up by the faculty in an institution
targeting their development, both personal and professional, and finally implying the growth
1
of the institution. The last two decades have witnessed dramatic changes in various fields of
life. In the field of medicine, a paradigm shift has been observed from individualized and
conventional approach to evidence based strategies. In Pakistan, the mushroom growth of
medical colleges has occurred. The standard of education has deteriorated and recently some
new universities have appeared on horizon. In order to thrive, they have to meet these
challenges amicably. For a university, the continuous endeavor to excel is mandatory in order
to accomplish its goals. They are no longer an institution that imparts degrees, rather they
have to focus on improving and improvising medical education, conducting purposeful
research and imparting best possible services to the patients and the society.

In Pakistan, there is not only a shortage of school teachers but the medical teachers also.
Doctors, who join the medical university as teachers, may not be well versed in teaching skills,
although they may be good clinicians. As the students of today belong to generation Y, the
changes they have observed in last two decades are substantially more in absolute quantity
and magnitude than their precedents. Consequently, the generation Y (the millennial) have a
higher processing capacity, are more complex and more sophistication than the older
generation X (born in 1960-1980). The world has become smaller and sharper, with better
resolution and better internet speed. Thus, there is a communication gap between the
students and the teachers. Therefore, there is a dire need to change teaching strategies. The
curriculum needs to be updated and better aligned to today’s needs. The assessment tools
must be revised and more technology-oriented delivery needs to be incorporated rather than

Sept 2022
the conventional lectures strategy. Thus, improvement in teaching strategies will enhance the
quality and capability of graduating doctors.

The second challenge faced by the professionals is the patient care, which has to be evidence
based. This requires solid evidence through research. The university has to provide an
environment where research culture prevails. From Pakistan, the number and quality of
2
medical research articles is far behind that of even the neighboring countries. A dedicated
department with adequate staff is mandatory to fulfil this gap. A constant support to the
researchers at faculty level is required not only to refresh their knowledge but also to
familiarize them with statistical and medical writing capabilities. High quality research brings
credentials to the university and improves individual’s portfolio apart from delivering best
service to patients.

Moreover, the role of university also encompasses the grooming of the professional as a
mentor, a leader, a supervisor and an administrator. It is a multifaceted prism that needs to be
enlightened. The faculty is an asset of the university. Highly professional faculty will self-
perpetuate quality research as well as academic excellence. Ultimately, the university ranking
improves as the national and international standards are met. High ranking universities act like
a magnets and attract highly motivated professionals who enter into a structured system and
contribute positively. The universities although are fully aware of the need but often there is
a difficulty in implementation. How to start the program and how to devise a curriculum are
big challenges for the faculty of newly formed universities due to lack of faculty development
programs. Rawalpindi medical university (RMU), although being only few months old, has
devised a fully structured faculty development program (UFDP) with five main domains to be
addressed, i.e. medical education, research, administrative skills, supervisory & leadership
skills and patient care. Both formal and informal methods are being employed. The strategy
focuses more on workshops of one to two days, being conducted regularly throughout the
year, symposia, guest lectures, seminars and theme based grand rounds. UFDP upholds the
motto of the University i.e. “Wisdom, Truth and Service”. Highly trained and professional
faculty of the University has not only won

credentials at national and international level but also contributes in escalating the ranking of
the University globally. Moreover, the first and the foremost aim of a professional doctor is
Sept 2022
explicitly achieved, as ‘the patient deserves the best’. The learning objectives need
assessment, audit, quality assurance, feedback, tangible scoring, monitoring, supervision and
funding of the workshops were finalized under the able advice of Vice Chancellor, RMU. The
UFDP of RMU is expected to serve as a role model for other universities so that they can move
closer to their cherished goals.

Reference

1. Jolly BC. Faculty development for curricular implementation. International handbook

of research in medical education Springer, Dordrecht.2002:945- 967.
2. Ghaffar A, Zaidi S, Qureshi H, Hafeez A. Medical education and research in Pakistan.
The Lancet. 2013; 29381(9885):2234-2236.

Sept 2022
Contributions:

In addition to the able contribution of Prof Rai Asghar, Prof Shagufta Saeed Sial, Prof
Mohammad Idrees, Prof Samia Sarwar and Dr Irum Kalsoom prepared the first volume of
UFDP. 2nd volume of UFDP book has been compiled by Associate Professor Dr Sadia Chaudhry
(Medical Educationist). Now we are moving forward towards the 3rd volume of this book.
The initiation of UFDP would not have been possible without the exemplary vision of Vice
Chancellor Prof Dr Mohammad Umar. It is hoped that UFDP will not only enhance the existing
status of our faculty members but will also contribute as a guideline program for other
Universities as well.
The collective efforts of a team of clinicians and educators who accepted the challenge of
forging new territory and pushing the boundaries in their thinking about faculty development.
Synthesizing the current ‘state of the art’ and extending the reach of faculty development is
no easy feat; however, each of the contributors, who represent a broad range of clinical and
educational backgrounds, has risen to this challenge, bringing meaningful insights to faculty
development based on their experiences in a variety of interprofessional and international
contexts.

Sept 2022
Contents:

Section-1: Background 11

Section-2: Continuous Professional Development of Medical Doctors 15

1) WFME Global Standards for Quality Improvement-2015 Revision

Section-3: Introduction 28
1) FDP-Concepts and Principles
2) University Faculty Development Program

Section-4: Framework of UFDP 32

Section-5: Scope of UFDP 48

1) Teaching Improvement
2) Leadership and Management
3) Research Capacity Building
4) Academic and Career Development
5) Organizational Change
Section-6: Faculty Assessment System 52

Section-7: UFDP Evaluation 55

Section 8: Minimum Requirement of CME/CPD Activities for Faculty of RMU

Section 9: List of activities of UFDP

i. Proposed plan of UFDP
ii. Feedback by QEC
iii. Workshop Calendar of Capacity building

Sept 2022
Section-1

Background:

Current trends in medical education

We live in a momentous time, and the future calls for new paths and fundamental changes in
medical education. The structure of medical schools has been influenced by an exponential
increase in medical knowledge and changes in healthcare delivery, doctor availability and
workload, patient expectations, and the needs and requirements related to students. To keep
pace with changes, quality improvement and innovations in medical education are now being
addressed by many important global associations and organizations, among them the World
Federation for Medical Education (WFME), the Institute for International Medical Education
(IIME), the American Medical Association (AMA), the Association for Medical Education in
Europe (AMEE), the Canadian Association for Medical Education (CAME), the Association for
the Study of Medical Education (ASME), the Association of American Medical Colleges (AAMC),
the Accreditation Council for Graduate Medical Education (ACGME), the Australian Medical
Association (AMA), and the Asia Pacific Medical Education Conference (APMEC). It is clear that
a new vision is needed to address the challenges of medical education.

There is also a need for a new model to shape the minds and hearts of future healthcare
professionals. This requires adoption of new curricula, novel pedagogies, and innovative forms
of assessment, and, of course, even well-developed faculty members, since those individuals
represent one of the most important assets of an academic institution 2 .

To understand the importance of faculty members and their role in medical education, it is
helpful to consider the relevant context. In general, medical education comprises three main
components:

1. A curriculum
2. An educational environment
3. Teachers/Faculty member

Sept 2022
The curriculum concerns what is learned, how it is learned, how it is assessed, and how learning
is structured. The teachers produce the course documentation in a process that includes
discussing and learning together with other faculty members—a community of practice. The
educational environment or climate has also been highlighted as a key aspect in this context 2-
4, and both students and teachers are aware of that aspect of their university. Is the teaching
and learning environment very competitive? Is the atmosphere in classes relaxed or in some
ways stressful? These are all key questions in determining the nature of the learning
experience 4. The importance of the environment should not be underestimated, and the
interest in studying learning environments in health professions such as medicine has
increased in recent years. One reason for that may be the growing diversity of both the student
population and the student requirements.

Faculty members constitute the third major component of medical education, not only due to
their direct influence on the teaching and learning process, but also because they play an
important role in shaping the other two components (i.e., curriculum and environment).

Each of these three components has an important function in medical education, and, in
combination, they can affect student achievements as well as the quality of the instruction
provided, and hence they are also associated with the issue of patient safety.

Responsibilities of Medical University towards faculty members:

Medical Universities have obligations towards the faculty members, and those responsibilities
can be divided into six categories:

1. Recruitment (hiring of faculty should be based on subject knowledge, ability to perform

and obtain funding for research, clinical expertise, and teaching competence)
2. Retainment (faculty members should be assigned appropriate roles)
3. Re-energization (faculty members should be kept enthusiastic and up-to-date)
4. Recognition (faculty should be given recognition for good teaching)
5. Rewards (e.g., faculty should be rewarded for good teaching)
6. Respect (faculty members should be respected)

Sept 2022
If a medical college is to succeed, it has to accept these responsibilities. The crucial role of
faculty development activities and initiatives implemented at medical schools is clearly
illustrated by this alarming statement made by Professor Ronald M. Harden 5:

“There is no such thing as curriculum development, only staff development.”

Thus faculty development is essential for ensuring and better addressing the obligations that
medical schools have towards their faculties. Unfortunately, planning and introducing a faculty
development program is not an easy task

Sept 2022
Section-2

Continuous Professional Development of Doctors

1) WFME Global Standards for Quality Improvement-2015

Revision

In 2015, WFME published revised WFME Global Standards for Quality Improvement:
Continuing Professional Development of Medical Doctors.6 These are a global medical
education expert consensus on the best practice minimum requirements (basic standards) and
standards for quality improvement. Altogether there are 76 basic standards, 62 quality
development standards and 80 annotations.

Concepts of CPD:

CPD includes all activities that doctors undertake, formally and informally, in order to maintain,
update, develop and enhance their knowledge, skills, and attitudes in response to the needs
of their patients. Engaging in CPD is a professional obligation but also a prerequisite for
enhancing the quality of health care. The strongest motivating factor for continuous
professional life-long learning is the will and desire to maintain professional quality.

Continuing Medical Education (CME) describes continuing education in the field of knowledge
and skills of medical practice; CPD, a broader concept, refers to the continuing development
of the multi-faceted competencies inherent in medical practice, covering wider domains of
professionalism needed for high quality professional performance.

WFME recommends the following set of global standards in CPD. The set of standards are
divided into 9 areas and 32 sub-areas, being aware of the complex interaction and links
between them.

Sept 2022
AREAS are defined as broad components in the, process, structure, content,
outcomes/competencies, assessment and learning environment of CPD covering:

1. Mission and outcomes

2. Educational program

3. Assessment and documentation

4. The individual doctor

5. CPD provision

6. Educational resources

7. Evaluation of CPD activities

8. Organization

9. Continuous renewal

Sept 2022
 WFME CPD Standards 2015 (Revised)

SR STANDARDS Basic Standards :MUST Quality development standards:

NO SHOULD
1. Mission and Outcomes
1. The medical profession must The medical profession should
• state the mission of the CPD ensure that the mission
providers and CPD activities. • encourages and supports doctors
• make the mission publicly to improve their practice
known to the health sector it performance.
serves. • addresses the obligation to
• base the mission on: improve the conditions for effective
- needs assessment. CPD
- The professional’s general need
to explore, develop and consider
new areas of competence.
Mission - Reflection and deliberation with
peers about own and other’s
practice.
• balance the mission between
general and specific activities.
• include in the mission:
- requirements determined by
the roles and expected
competencies in terms of clinical
skills, theoretical knowledge,
attitudes and communication
skills, in relation to the
organization of
clinical work, teaching, research
or administration.
- Aspects of medical
ethics/bioethics.
- Follow-up of learning
undertaken.
- Training of the ability to make
judgments in complex and
unpredictable situations.
- considerations of the health
needs of the community, the
needs of the health care delivery
system and other aspects of
social accountability.
STATUS OF RMU Achieved Continuous process
2. The medical profession must The medical profession should
Professionalism and • ensure that CPD activities serve ensure
Professional the purpose of enhancing the • that the process of CPD activities
Autonomy professional and personal strengthens the potential of doctors
development of doctors to act autonomously in planning and
choosing the CPD activities in the

Sept 2022
 best interests of their patients and
the society.
• Academic freedom.
Status of RMU Continuous Process Not Achieved
3. The medical profession must
• define intended outcomes of
CPD that
- are adequate to maintain and
develop competencies necessary
to meet the needs of the
individual doctor, the medical
Outcomes of CPD profession, patients and society.
- ensure appropriate conduct of
doctors with respect to
colleagues and other health care
personnel, patients and their
relatives.
Cover requirements to life-long
self-directed learning.
- are based on clinical data.
• make the intended outcomes
publicly known
Status of RMU Achieved
4. Participation in The medical profession must The medical profession should
formulation of mission • state the mission and intended • base formulation of mission and
and outcomes outcomes of CPD activities in intended outcomes of CPD activities
collaboration with its principal on input from other stakeholders
stakeholders
Status of RMU In Process In Process

2. Educational Programme
1. The medical profession must The medical profession should
• tailor CPD activities to the • take advantage of a variety of
needs and wishes of individual instructional and learning methods
doctors, recognizing the needs of for CPD.
the health care system. • stimulate engagement with
• ensure and support CPD colleagues in learning networks,
activities. where appropriate, to share
Framework of CPD • encompass integrated practical experiences and benefit from
activities and theoretical components. collaborative learning.
• ensure that CPD activities are • encourage collaboration and
conducted in accordance with the mutual recognition through
policies of representative appropriate frameworks both
professional organizations, nationally, regionally and globally.
including the recognition of
activities.
• include the commitment to
ethical considerations.
Status of RMU Achieved Achieved
2. The medical profession must The medical profession should
Scientific Method • firmly base the content of CPD • organize and use CPD activities to
Sept 2022
 WFME CPDonStandards
activities 2015 (Revised)
science, evidence- - facilitate access to updated
based medicine and experience, evidence, scientific results and
whenever possible practice experience.
- improve organization and practice
of the health care delivery system,
drawing upon emerging evidence.
- use knowledge of appropriate
scientific methods to improve the
critical appraisal skills of doctors.
Status of RMU Achieved Achieved
3. The medical profession must The medical profession should
• ensure diverse and individually • select the content of CPD activities
appropriate content of CPD based upon the individual doctors’
Content of CPD activities to enable doctors to self-directed plans for learning
activities develop their practice consistent with their various
• organize CPD activities with professional roles.
appropriate attention to patient • organize CPD activities, taking into
safety and autonomy. account results of dialogues with
employers
Status of RMU Continuous Process Continuous Process
4. The medical profession must The medical profession should
• tailor CPD activities to fill gaps • ensure that CPD activities are
in knowledge, skills, attitudes and regarded as an integral part of
The Relation between management ability, identified in medical practice, reflected in
CPD and service appraisal of service or by budgets, resource allocations,
individual reflection or review on working conditions and time
practice and personal learning planning, and taking into account
plan. that CPD activities may limit service
provision
Status of RMU Continuous Process Achieved

3. Assessment and Documentation

1. The medical profession must The medical profession should
• formulate and implement a • promote appropriate development
Assessment Methods policy on assessment of CPD of assessment of CPD activities
activities.
• develop and define appropriate
assessment methods
Status of RMU Not Achieved Continuous Process
2. The medical profession must The medical profession should
• establish systems to monitor • ensure that documentation of CPD
and document engagement in activities acknowledges actual
CPD activities systematically and learning and is based on
transparently. enhancement of competencies, not
• create, when relevant, personal mere participation in CPD activities
learning portfolios that can be
Documentation of CPD shared with peers.
activities • use systematic documentation
of CPD activities as a formative
learning tool.
• use feedback on relevance and
Sept 2022
 quality of CPD activities for
planning of CPD.

Status of RMU Continuous Process Continuous Process

4. The Individual Doctor

1. The medical profession must The medical profession should
• ensure that delivering high ensure
quality care is the driving force • that the CPD system enhances
for doctors’ participation in CPD motivation to learn.
activities. • that CPD activities are recognized
• realize in its planning that the as a meritorious professional activity
individual doctors have the main
responsibility for their
engagement in CPD activities.
• stimulate the individual doctor
Motivation to participate in CPD activities.
• offer academic counseling
when relevant.
• stimulate doctors to judge the
individual educational value of
available CPD activities.
• select appropriate activities
which are relevant to the learning
requirements of the individual
doctor, e.g. based on clinical
data.
Status of RMU Achieved Achieved
2. The medical profession must The medical profession should
develop • require that CPD activities of
• the ability of the individual doctors are based on learning
Learning Strategies doctor to systematically plan, strategies, which are tailored to the
execute and document practice- individual.
based learning in response to • encourage the use of distance-
defined learning needs. learning.
• ways of helping doctors to
identify their CPD requirements
Status of RMU Achieved Continuous Process
3. The medical profession must The medical profession should
Influence of individual • give doctors, when relevant, the • involve doctors in planning and
doctors on CPD opportunity to discuss their implementing CPD activities.
learning needs with CPD
providers.
Status of RMU Achieved Achieved
4. The medical profession must The medical profession should
ensure • establish systems of recognition of
• working and employment doctors or other kinds of stimulus
conditions for doctors in practice that allow for their engagement in a
Working Conditions that provide protected time and broad range of CPD activities
other relevant to their needs
resources for CPD activities.
Sept 2022
 • Opportunities for the doctor to
reflect on practice.
Status of RMU Continuous Process Continuous Process

5. CPD Provision
1. The medical profession must The medical profession should
• ensure a system for evaluation • require that CPD providers are able
and recognition of CPD provision to describe the educational basis of
and/or individual CPD activities. their activities including access to
Recognition Policy • establish a mechanism for educational expertise.
authorization of a formalized
structure of CPD provision in
consultation with relevant
authorities based on agreed
criteria
Status of RMU Continuous Process Continuous Process
2. The medical profession must The medical profession should
• ensure that the provision of • establish acceptable norms for the
CPD activities meet generally provision of CPD activities.
Provider Obligations agreed educational quality • ensure that norms are adhered to
and Provider requirements. by CPD providers.
Development • ensure that any conflicting • demand that the providers - in
interests of CPD provision are planning and conducting their
explicitly identified, declared and activities - demonstrate use of
properly handled. effective and efficient educational
methods and technology
Status of RMU Continuous Process Continuous Process
3. The medical profession must The medical profession should
• promote involvement of • encourage medical schools to
medical schools in improvement provide CPD activities when
Role of Medical of the quality of CPD activities. appropriate.
Schools • ensure that medical schools • stimulate medical schools to
through the curriculum in basic undertake research on CPD
medical education prepare the activities.
students for life-long learning,
hereby stimulating motivation for
and ability to engage in CPD
activities.
Status of RMU Continuous Process Continuous Process

6. Educational Resources
1. The medical profession must The medical profession should
• ensure access to adequate • ensure evaluation and regular
professional literature. updating of physical facilities and
Physical Facilities • ensure access to skills training skills training equipment for the
equipment. provision of adequate conditions for
• offer a safe learning CPD activities.
environment.
Status of RMU Achieved Achieved

Sept 2022
2. The medical profession must The medical profession should
• ensure that CPD activities are • support formal and informal
Learning Settings provided in learning settings and collaboration with stakeholders in
circumstances conducive to order to obtain a broad spectrum of
effective learning learning settings.
Status of RMU Achieved Achieved
3. The medical profession must The medical profession should
• ensure access to web-based or • stimulate doctors to be competent
other electronic media. in the use of information and
Information • use information and communication technology for
Technology communication technology in an - self-directed learning.
effective and ethical way as an - communication with colleagues.
integrated part of CPD activities. - accessing relevant patient data and
health care information systems.
- patient/practice management.
Status of RMU Achieved Achieved
4. The medical profession must The medical profession should
Interaction with • encourage collaboration with • engage doctors in development of
Colleagues colleagues and other health the competencies of colleagues,
professionals in CPD activities including doctors in training,
students and allied health personnel.
Status of RMU Achieved Achieved
5. The medical profession must The medical profession should
• develop systems in • ensure opportunities for doctors to
collaboration with stakeholders plan and execute special CPD
that encourage and recognize activities such as in-depth studies to
Formalized CPD participation in local, national, increase the level of their
Activities and international CPD activities, competencies
scientific meetings and other
formalized activities.
• ensure opportunities for
doctors to attend formalized CPD
activities.
Status of RMU Continuous Process Continuous Process
6. The medical profession must The medical profession should
Medical Research and • ensure possibilities for • allow for participation in research
Scholarship participation in quality projects as part of CPD, if relevant
development activities as part of
CPD.
Status of RMU Achieved Achieved
7. The medical profession must The medical profession should
• formulate and implement a • ensure that individual doctors have
Educational Expertise policy on the use of educational access to and use educational
expertise relevant to the expertise in CPD activities.
planning,
implementation and evaluation
of CPD activities.
Status of RMU Achieved Achieved
8. The medical profession must The medical profession should
• facilitate doctors’ freedom of • facilitate - in collaboration with
movement to promote their stakeholders - national and
ability to obtain experience by international study visits for doctors.
Sept 2022
 Learning in Alternative visiting other institutions or • ensure that relevant authorities
Settings settings within or outside the establish relations with
country corresponding national, regional and
global bodies to facilitate provision
and mutual recognition of CPD
activities.
Status of RMU Continuous Process Continuous Process

7. Evaluation of CPD Activities

1. The medical profession should – in
monitoring and evaluation -
• address the mission, the intended
outcomes, the educational
The medical profession must programme, assessment, if any,
Mechanisms for establish and apply mechanisms documentation, the individual
Programme to doctors’ participation in CPD, the
Monitoring and • monitor the CPD activities. CPD provision and the educational
Evaluation • evaluate processes and resources.
outcomes of CPD activities. • make use of data to monitor and
evaluate the acquired outcomes,
including the ability to deliver high
quality patient care.
• consider involvement of expertise
in health care delivery and in
medical education for CPD
evaluation.
Status of RMU Continuous Process Continuous Process
2. The medical profession must The medical profession should
ensure that • ensure development of systems
• CPD providers on an on-going for systematic feedback from
basis seek information from the participants in CPD activities to CPD
targeted doctors on their providers and authorities
professional performance and responsible for CPD activities.
Feedback to Providers learning needs. • analyze the benefit from doctors’
• Constructive feedback from engagement in CPD activities in
participants in CPD activities is relation to their learning
systematically sought, analyzed needs.
and acted upon. • ensure that CPD participants are
• Information of feedback results actively involved in evaluating the
are made available to CPD activities and in using the
stakeholders. results in planning CPD.
Status of RMU Achieved Achieved
3. The medical profession must The medical profession should
ensure that • for other stakeholders
Involvement of • involve the principal - allow access to results of course
Stakeholders stakeholders in its programme for and programme evaluation.
monitoring and evaluation. - seek their feedback on the
performance of doctors.
- seek their feedback on the
programme.
Status of RMU Continuous Process Continuous Process
Sept 2022
 8. Organization
1. Documentation and The medical profession must The medical profession should
needs for planning of • plan CPD activities based on the • develop systems that provide
CPD statement of mission and the documentation on practice quality,
definition of outcomes. tracking outcomes and comparing
peer groups for alerting doctors and
principal stakeholders.
Status of RMU Achieved Achieved
2. The medical profession should
The medical profession must • ensure that the professional
• take responsibility for leadership is evaluated regularly
Academic Leadership leadership and organization of with respect to achievement of the
CPD activities. mission and outcomes of CPD
activities.
Status of RMU Achieved Achieved
3. The medical profession must The medical profession should
• establish budgetary systems to • organize funding systems for CPD
fund and sustain CPD activities in activities, ensuring independence of
response to needs identified by doctors’ choice of CPD activities.
Educational budget the profession and the CPD
and resource providers.
allocation • ensure that funding of CPD
activities in principle is included
as part of the expenses of the
health
care system.
Status of RMU Continuous Process Continuous Process
4. The medical profession should
Administration The medical profession must • ensure that the administrative
• ensure that CPD activities are structures for formalized CPD
adequately managed. activities facilitate quality assurance
and improvement
Status of RMU Achieved Achieved

9. Continuous Renewal
1. The medical profession should
• base the process of renewal on
prospective studies and analyses and
on results of local evaluation and the
The medical profession must medical education literature.
• initiate procedures for regular • ensure that the process of renewal
review and updating the process, and restructuring leads to the
structure, content, revision of the policies and practices
outcomes/competencies, of CPD activities in accordance with
assessment and learning past experiences, present activities
environment of the programme. and future perspectives.
• rectify documented deficiencies • address the following issues in the
in CPD activities. process of renewal of CPD activities:

Sept 2022
 • allocate resources for - adaptation of the mission and
continuous renewal of CPD outcomes to the scientific, socio-
activities economic and cultural development
of the society.
- Re-examination and definition of
the competencies required to
incorporate medical scientific
progress and the changing needs of
the society.
- Review of learning framework and
educational methods to ensure that
these are appropriate and relevant.
- Development of methods of self -
assessment and practice- based
learning to facilitate doctors’ life-
long learning.
- Development of the organizational
and managerial structures to help
doctors to deliver high quality care
and to meet their patients’ emerging
needs.
- reflection on and continual
improvement of content and
methods
Status of RMU Continuous Process Continuous Process

Sept 2022
Section-3

Introduction:
1) FDP-Concepts and Principles

The definition of faculty development has evolved and been expanded over the past few
decades, and various definitions have been used in higher education. In 1975, Gaff 7 referred
to faculty development as the “activities that help teachers improve their instructional skills,
design better curricula, and/or improve the organizational climate for education,” and, at
about the same time, described as the broad range of activities used by institutions to renew
or assist faculty members in undertaking their expected roles.

“Faculty development is a planned program or set of programs designed to prepare

institutions and faculty members for their various roles”.

This broader and more inclusive definition has become generally accepted by the medical
education community 8. Faculty development, or staff development as it is often called, has
become an increasingly important component of medical education. Staff development
activities have been designed to improve teacher effectiveness at all levels of the educational
continuum (e.g. undergraduate, postgraduate and continuing medical education) and diverse
programs have been offered to health care professionals in many settings.

It has been emphasized that medical school faculty members are trained in the roles of their
discipline (e.g., clinical duties and healthcare delivery) but are essentially not taught to succeed
as educators, researchers, scholarly writers, or administrators. In most cases, they do not learn
academic skills related to curriculum development, instruction, evaluation, research, scientific
production, or administration 7,8. Very few faculty members are trained to manage their roles
as teachers 9. In addition, new tasks, as well as advances in medicine and new instructional
techniques, often mean that old skills may be inapplicable or insufficient. On the other hand,
the faculty members of today must acquire new competencies in areas such as information

Sept 2022
technology, evidence- based medicine, professionalism, problem-based learning,
interdisciplinary teaching, web-based instruction, and new teaching strategies 10,11.

2) Need assessment of Faculty Development

The academic vitality of any institution is linked with the professional development of its
faculty members. Evidence shows that the most important asset of a medical school is its
faculty and success of an institution is determined by the extent to which it invests and
nurtures the career development of its most junior faculty members. Traditionally, medical
school faculty members are hired only for their content knowledge and skills rather than for
their teaching ability. However, it is increasingly being realized now that faculty members
need to be trained in teaching and learning strategies to meet the demands of today’s,
newer, more complex healthcare system
FD is imperative for all medical universities. It needs to be systematic and planned with an
emphasis on newer evidence-based teaching strategies e.g. Work-based learning, e-learning
and community-based learning. FD is an important institutional approach towards
developing teaching excellence among faculty by promoting educational infrastructure,
capacity building and collaboration and expertise sharing with international colleagues
Developing a system of incentives and awards for recognition of excellence in teaching,
professional growth and research can help in motivating faculty to attend educational
workshops.

3) University Faculty Development Program

Rawalpindi Medical University is a newly formed university and is undergoing a paradigm shift
as a result of various challenges. The faculty is an asset of university. It is of utmost importance
to keep the faculty members abreast of new challenges not only in medical education, clinical
or administrative field but also to improve their leadership and mentorship skills.
UFDP is a structured continuous professional development program (CPD) for RMU & has
been designed according to the needs of RMU & allied teaching hospitals. CPD stands for
continuing professional development. It refers to the process of tracking and documenting
the skills, knowledge and experience that you gain both formally and informally as you work,
beyond any initial training.

Sept 2022
Principles of Faculty Development:

Principles On Which the University Faculty Development Program Is Based:

o Strong administrative support
o Reward structures for participation in faculty development programs
o Teaching viewed as a scholarly activity
o Systematic skills development
o Based on principles of adult learning
o Sensitive to identified needs
o Participants learn from each other
o Atmosphere of caring and trust
o Based on collaboration, teamwork, and shared vision
o Celebration of successes

Sept 2022
Section-4

Framework of UFDP

In recent years, much emphasis has been placed on the importance of focusing faculty
development programs not only on the needs of the targeted individuals, but also on
organizational aspects. Effective faculty development has two important features: first, a
broad perspective that continuously searches for and tries to address all the aspects that
impact faculty success; second, systematic and rigorous attention given to each of the steps in
the faculty development process. Therefore, when designing and implementing faculty
development programs, it has been proposed that it is important to understand not only the
objectives of individual faculty members, but the goals of the organization as well.

Sept 2022
Model for an effective faculty development program:

An effective and comprehensive FD program should be built upon the following elements
mentioned in BEME guide (Steinert et al. 2006).

• Professional development (new faculty members should be oriented to medical

university and to their various faculty roles).
• Instructional development (all faculty members should have access to teaching-
improvement workshops, peer coaching, mentoring, and consultations)
• Leadership development (academic programs depend upon effective leaders and
well-structured curricula; these leaders should develop the skills of scholarship to
effectively evaluate and advance medical education).
• Organizational development (empowering faculty members to excel in their roles as
educators require organizational policies and procedures that encourage and reward
teaching and continual learning).
• Program evaluation (FD activities appear highly valued by participants, who also
report changes in learning and behavior. Certain elements of these activities appear
to be consistently associated with effectiveness. Efforts are required to gather
information from Participants about their satisfaction, learning behaviors/capability,
and results or impact).

Domains of UFDP:

A true faculty development programme (FDP) ensures capacity-building in all the Five
domains (Following WFME standards for CPD)

• Education (Instruction)
• Leadership
• Professional Development
• Personal Development
• Patient care

Sept 2022
Plan for Rawalpindi Medical University:

A) Education

Category Description
Domains of learning
Large group interactive session
Teaching & Learning PBL-Where do we go from here?
Feedback
Reflective writing
Teaching in ambulatory care settings
MCQs, SAQs, OSCE & OSPE
Assessment-I
Work Based Assessment, DOPs, Mini CEX,CBL
Assessment-II Have we failed the failing student?
Assessment of clinical competence.
Education Planning & Evaluation
Program Evaluation Quality Assurance
Clinical Audit
Integrating I.T into T & L settings
Information technology Computers and Education: help or hype?

B) Leadership:
Category Description
Role Modeling
Educational & Clinical The “Good” educator-Ethical issues in HPE
Leadership Departmental leadership
Assisting colleagues to become better teachers

Curriculum
Curriculum Planning & Development

Conference Arrangement How to arrange an international conference?

Skills

Administrative How to conduct an Inquiry ?

Communication

Sept 2022
 C) Professional Development:

Category Description
Mentoring Mentorship
Scholarly Activity Writing for grants and getting published

Role of supervisor
Supervisory Skills
Standardization in training

Ethics in medical education

Ethics
Islamic medical ethics and professionalism
How to develop research question
Research methodology
Data collection tools
How to use SPSS
Research
Art of Medical Writing
Reference Managers
Plagiarism

D) Personal Development:

Category Description

Conflict resolution

Self-Management Team work

Communication skills

Stress management

Sept 2022
 E) Patient Care:

Category Description

Patient Safety

Nursing Care

Patient Care Patient education

Breaking bad news,

Counseling of patients

Faculty development has been expanded over the past few years in order to strengthen the
academic base of institutions of higher learning. This has been done by providing different
programs, which can be divided into those with the most common formats and those with
alternative formats 12. The most common formats include workshops and seminars, short
courses, sabbaticals, and fellowships, and the alternative formats comprise integrated
longitudinal programs, decentralized activities, peer coaching, mentoring, self-directed
learning, and computer-aided instruction.

Common Formats:

• Workshops
• Seminars
• Conferences
• CPC (Clinicopathological conference)
• Short courses
• Sabbaticals
• Fellowships

Sept 2022
Alternative Formats:

• Integrated longitudinal programs

• Peer coaching
• Mentoring
• Self-directed learning
• Computer aided instructions
• Research

Sept 2022
Steps in designing University Faculty Development Program of RMU

Fig:1 Framework for planning effective faculty development program

Sept 2022
Rawalpindi Medical University is currently focused upon following major domains of
continuous professional development.
Including:-
• Clinicopathological conference
• Workshops/ seminars/courses
• State of the art guest lectures
• Curricular reforms
o Undergraduate
o Postgraduate
• International scientific conference
• National alumni
• International alumni
• Mentor ship dinner
• Rawalians reunion dinner

1) Clinico-pathological Conference at Rawalpindi Medical University:

The clinico-pathological conference, popularly known as CPC primarily relies on Case Method
of Teaching Medicine. It is a teaching tool that illustrates the logical, measured consideration
of a differential diagnosis used to evaluate patients. The process involves case presentation,
diagnostic data, discussion of differential diagnosis, logically narrowing the list to few selected
probable diagnoses and eventually reaching a final diagnosis and its brief discussion. It is a
multidisciplinary forum which provides social interaction and mutual cooperation between
different disciplines of Medicine. It not only improves critical thinking but also develops the
qualities of reasoning, enhances Medical knowledge and promotes integration between
Clinical and Basic Sciences.

Format of CPC at Rawalpindi Medical University

The presenter does not interpret the data; rather he allows the discussant to interpret those
data. The discussant – a consultant faculty member of the department – discusses the case
based on the presented history, physical findings, and diagnostic studies obtained. Differential

Sept 2022
diagnoses are put forward and narrowed; the discussant is expected to adhere on a measured,
logical progression from a patient's presentation to a narrowed differential diagnoses rather
than focusing on a final diagnosis but in the end, he makes a tentative diagnosis based on his
discussion of the case before the final diagnosis is revealed. At the end of the discussion, the
audience participates in a “question and answer” forum (usually 15 min). After discussion of
the case, the presenter discusses how the diagnosis is confirmed and provides details regarding
the case outcome. It is, therefore, very important that the case should be presented with
clarity.

Advantages of CPC

When done properly, the CPC is a great medical educational tool. It improves the
communication & computer skills of the presenter. Computer skills are improved in the
process of preparing presentations on power point and by adding different images and video
clips which not only amplify the skills of the presenter but give better concept & elaboration
of the case to the audience. Mutual discussion during CPC reinforces and enhances the
knowledge. This discussion and critical thinking not only improves the knowledge of
Consultants, Professors. House officers and Post Graduate Trainees but it sensitizes the
Medical students regarding different aspect of clinical cases and their management. Attending
CPC is mandatory for all faculty of RMU. In May 2013, percentage of mandatory attendance
approved by academic council of RMU has been shown below:

Sept 2022
This has been again revised recently which showed how much University is interested for
development of faculty in this regard.

Sept 2022
 2) Workshops:

Faculty development program/capacity building of faculty of Rawalpindi medical university

done through workshops and seminars. Workshops are target oriented for enhancement of
knowledge and skills required for teaching and to promote activities to enhance the quality of
learning and teaching across the sector and assists institution in identifying and fostering
excellence.
Rawalpindi Medical University arranges many such workshops which enhance capacity of
faculty in various domains. Attending these workshops not only encourage and reward existing
faculty for developing their teaching skills in key areas of their expertise but it also caters to
enhance the educational level for professional up gradation for promotion so that they can
contribute in nation building with their technical and professional enhanced knowledge.

3) State of the Art Lectures by Guest Speakers:

Guest speakers have become an important part of the educational experience. They expose to
real-world life experiences from the position of someone who has been there. Doctors and
Faculty get to see the insight and perspective of the guest speaker’s particular field.

4) Curricular Reforms

➢ Undergraduate Level

Introduction Of Modular System At Rawalpindi Medical University:

High-quality medical education is central to high quality medical care. The need to ensure the
continued production of doctors fit to practice medicine in the 21 st Century has major
implications for medical schools around the world, which will all have to work hard to ensure
that the curriculum does not lag behind the current medical education challenges. Rawalpindi
Medical University is the first public sector Medical University in which modular system has
been introduced. The implementation of this curriculum involves challenging strategies,
innovative ideas and more manpower. While developing this curriculum, the University
changed the subject based approach to vertically and horizontally integrated modular
teaching. This encompasses Basic Sciences and Clinical Sciences being taught in an integrated
Sept 2022
fashion starting from first year. This modular system was introduced and successfully being
taught to first year batch 2017-18. Guidance was taken from PMC document from MBBS
curriculum 2011 available on internet and document of modular curriculum obtained from
PM&DC.
Advantages of modular curriculum
• Comprehensive coverage of all topics
• Multidisciplinary approach
• Stimulates analytical thinking/critical thinking
• Better correlation
• Better understanding of concepts
• Integration of Basic and Clinical Sciences
• Varied teaching methodologies for the same topic
• Enhances student participation
• More interesting for students
• Greater teacher–student interaction
The examination system was also modified. Instead of an annual system of assessment there
are more frequent modular assessments at the end of each module. The conventional
methods of clinical examination have also been replaced by OSCE (objective structured clinical
examination) which has eliminated subjectivity from the assessments.
➢ Postgraduate Programs Of Rawalpindi Medical University

University Residency Programs of Rawalpindi Medical University include MS / MD / M.Phil.,

PhD / Diploma courses. These postgraduate training programs are meant to get our residents
well equipped with knowledge and skills deemed inevitable to compete with international
doctors and to improve the healthcare of the nation of Rawalpindi Medical University.
Our curriculum is based on six core competencies including Patient Care, Medical Knowledge,
System Based Practice, Practice Based Learning, Professionalism and Interpersonal and
Communication Skills. High quality Post Graduate Medical Programs play an important role for
implementation of health system in a society. It has allowed us to provide exemplary medical
care, treating all patients who come to us with uncompromising dedication and skills. We
intend to translate the latest scientific knowledge to the bedside to improve our understanding

Sept 2022
of disease pathogenesis and ensure that all patients receive the most scientifically appropriate
and up to date care.

Mandatory Workshops for Residents

Mandatory workshops for these residents are conducted during 6 months-1 year period
following their registration. Mandatory workshops are:
• Communication skills
• Computer skills
• Research methodology & biostatistics
• Synopsis writing
• Professionalism

5) Rawalpindi Medical University International Scientific Conference:

International conferences have been held regularly during the past few years. 5th Rawalpindi
medical university international scientific conference had been held from 21st-23rd Dec, 2021.

Preconference Workshops
Prior to the conference there are various preconference workshops which were arranged by
different teaching departments of RMU.
These preconference workshops were followed by various scientific sessions by National and
International Alumni.

6) Mentorship Dinner:
This mentorship dinner was arranged for the students for their career counseling and
guidance. On each table there were senior faculty/mentor accompanied by few students
International faculty and alumni of RMU were invited for guidance of exams of USMLE, PLAB
& FCPS Examination. This not only motivated the students for higher studies but also drove
students to excel with their full capacity not only for themselves but for the betterment of
society.

Sept 2022
 7) ANNUAL RAWALIAN REUNION DINNER
Creating an engaged, supportive alumni network is crucial to an institution’s success. If
communication stops once graduates leave an institution, their understanding of the
university will become stale. Instead, they should be kept informed so they can remain
engaged and keep abreast on the progress of the university. Good alumni relationships bring
many benefits to both the institution and the alumni. As graduates of the institution, alumni
have a special connection with the university and as a result are likely to be some of its more
loyal supporters. An engaged alumni network allows the University to benefit from the skills
and experience of our graduates, by offering their support to our students, to the institution
and to each other. If we keep them properly informed and engaged, alumni are our most loyal
supporters and our best ambassadors, offering invaluable marketing and promotion across
their personal and professional networks. Each year a dinner is arranged for National and
International RMU alumni. Talented alumni will likely have a wealth of experience and skills to
share with current student, so far there is five RMC alumni’s working world widely,
contributing for improvement of education through conducting regular workshops, seminars,
symposiums and conferences. They are also encouraging and facilitating students for
international and national elective. They are highly contributing for improvement of health
care delivery system at primary, secondary and tertiary level, by their vision and contribution
in sort of donations and raising funds is highly commendable.

Sept 2022
Section-5

Scope of UFDP:
1) Teaching Improvement:
Faculty development to improve teaching is the most common type of faculty development
activity reported in the health professions literature. Competency frameworks to improve
teaching for health professions teachers had considerable overlap with each one including: (a)
skills in curriculum design; (b) teaching and supporting learners; and (c) assessment and
feedback. Several best practice examples from the faculty development literature
demonstrate how these three competencies might be learned and illustrate what is known
about the effectiveness of a variety of teaching improvement activities. The literature is limited
in the quality of evidence available about what works for teachers, their students, and the
systems in which both education and patient care occur. As faculty developers, we will need
to continue to innovate in defining and teaching the competencies necessary for our health
professions teachers as they progress from novice to master teachers.

2) Leadership and Management:

Faculty development plays a vitally important role in ensuring that those who lead and manage
the education and training of health professionals have the knowledge, skills and attitudes
appropriate to their role and organization. Common to both the educational and clinical
contexts, leadership can be found at ‘all levels’, distributed or dispersed, throughout the
organization. And both clinical and educational leadership involve autonomous professionals
with their own professional identities, with the consequence that leadership often requires
the mobilization of both positional and professional power. We therefore propose five
principles for designing leadership development programs which should:

Be practical: through the incorporation of the development of key skills such as coaching,
change management and negotiation.

Sept 2022
Be work-oriented: by including project work as a key component supported by action learning
sets.

Be supportive of individual development: through 360° feedback, coaching and mentoring.

Link theory to practice: through the provision of selected leadership and management
literature relevant to the educational context.

Build networks: through action learning, coaching and social networking.

Leadership development requires specific solutions for different situations. Faculty

development programs should be practical and work-focused, support individual
development, link theory to practice and build networks. Longitudinal programs of
development are required – in addition to short courses.

3) Research Capacity Building:

Faculty development for research capacity building can draw from faculty development in
other domains. Consideration of the context in which participants work is crucial; the context
to which they return and the support they receive may be more of a determinant in their
research productivity than their educational development. Development should be considered
sequential and progressive with focused introductory programs giving way to longer multi-
component courses and work- shops which in turn may lead, for some, to fellowships or
graduate programs.

4) Academic and Career Development:

Faculty development for career development should consist of formal programs including
workshops and seminars, individual and group based consultation and learning (including
approaches such as coaching and mentoring), as well as the provision of information about
materials and resources that can be accessed by individuals to guide and advance their own
career development.

5) Organizational Change

Sept 2022
Faculty development for organizational change must be defined for, and promoted to, an
institution’s members in a manner that clearly connects with its capacity to contribute to
organizational change. It needs to be forward looking and directly linked to, or at least
cognizant of and responsive to, organizational goals if it is to assist in promoting organizational
change. It should address the elements in the organization, or in the participants’ institutions,
that can foster or impede the work of those that have undertaken the development process.
It must possess attributes and enshrine values that are shared, or at least tolerated, by the
organizations and faculty members that use them. It should enable facilitators and participants
to engage with their respective institutional leadership before the faculty development takes
place to negotiate the scope of potential desired outcomes. It must include a focus on those
complex skills necessary for the participants in the program to impartially and sensitively
observe, engage, and persuade their colleagues back in the workplace. It must recognize the
range of the additional contextual factors in the field, and identify and enhance the capacity
of the developed professionals to deal with these factors.

Sept 2022
Section-6

Faculty Assessment System

The aim of the assessment policy of the UFDP is to ensure that all submissions for accreditation
receive appropriate assessment whereby all submissions are treated equally. By ensuring that
all submissions are assessed thoroughly and consistently against the criteria required for
accreditation.
Appropriate assessment methods would – besides traditional examination forms using norm-
referenced and criterion-referenced judgments - include consideration of various tools for self-
assessment, the use of personal learning portfolios or log-books and special types of
assessments, e.g. site visits by peers, an agreed protocol and comparison with similar results
of colleagues. It would also include systems to detect and prevent plagiarism.
Assessment requires:

• Credible data
• Trusted feedback
• A strategy for improvement.

Types of Assessment

It is proposed that a number of forms of assessment should be used at different stages of a

UFDP activity within a wider continuous assessment strategy which is integrated with a
strategy for measuring outcomes

Need Based Assessment: Undertaken before the commencement of a UFDP activity and
using a gap-analysis approach, is necessary to determine what participants know and what
they should know. As with other proposed outcomes-based UFDP approaches, participants
are also compelled to reflect on their practice to identify their own developmental needs.

Sept 2022
Formative Assessment: Should take place during a UFDP activity to check that it is on track
to achieve the desired results. Proponents of outcomes-based UFDP frameworks suggest that
formative assessment, incorporating practice and 360 degree feedback sessions should be a
central part of an outcomes approach so that UFDP participants are provided with a
supporting framework to develop the skills needed to achieve their objectives.

Summative Assessment: Can be employed at the end of a UFDP activity to attempt to

determine if it has achieved its objectives. Summative assessment techniques used in UFDP
programs to date include self-report questionnaires, knowledge tests and commitment-to-
change approaches (with follow-up).

Sept 2022
Section-7

UFDP Evaluation

“The purpose of evaluation is not to prove, but to improve.”

Dr. Guba

Four key elements in the design of a faculty evaluation system: (i) establishing a good fit
between the system and the environment; (ii) securing strong faculty involvement; (iii)
providing feedback on faculty performance; (iv) developing opportunities to improve future
faculty performance.

An essential component of professional development activities involves ongoing and

systematic evaluation procedures. Few efforts have been made to evaluate the results of
professional development beyond the brief responses requested at the conclusion of
workshops which assess participant reaction to the session. It is an especially critical time for
the adult education field to emphasize the evaluation of professional development for at least
two reasons:
• Given the certainty of diminishing resources and competing priorities, the luxury of
unfocused and unexamined professional development no longer exists. Increasing
participation and financial support by non-educational partnerships are bringing to
adult education new demands for accountability.
• If adult education practices are to respond to rapidly changing technological and social
structures, professional development is the primary vehicle for meeting that challenge.
Sound information is needed to make thoughtful decisions on how to change directions

Evaluation of the impact of professional development activities must address the following
two questions:

Sept 2022
 1. Does professional development alter long-term instructional behavior?

2. How do we know that professional development activities do, in fact, improve learner
performance?

Sept 2022
Section-8

Minimum Requirement of CME/CPD Activities for

Faculty of RMU
Requirement of credit hours:
The guidelines had been given by PMDC:

1. 5 credit hours- years of CME training from a recognized professional body is

mandatory for General Practitioners.
2. 10 credit hours- years of CME training from a recognized professional body is
mandatory for Specialist.
3. No carry forward of extra credit points is acceptable after 5 years.

Guidelines for Credit Hours:

Here we set the criteria for accreditation of CME hours according to following PM&DC
rules.

One Credit Hour is equal to 3 clock hours

Maximum 6 hours duration per day shall be 2 credit hours.

1. Speaker at any conference/ CME/ CPD/ workshop/ training program will be given
one credit hour per lecture given. If they attend the whole CME/ CPD as a delegate,
then they will be given the approved points of the CME/ CPD.
2. The doctors may attend the international CME/ CPD Conference held overseas as
delegates. On the production of the certificate of attendance. CME/ CPD credit
hours will be given as per equivalence formula.
3. The institutions should be accountable for deciding/ labeling credit hours for each
activity as the degree of assignation of candidates varies with the type of activity
e.g. lecture, workshop. The level of competency achieved in one-hour session for a
skill training workshop is different from the one achieved through a one hour
seminar.

Sept 2022
Following PMDC Guidelines, meeting was conducted to design a plan for faculty at different
levels with different requirements of CME credit hours.

WORKSHOPS TO BE ATTENDED BY FACULTY/ YEAR

Professors Associate Assistant Senior

Professors Professors Registrars
Workshops 2 2 5 5
CME Hours 4 4 10 10

PLAN OF WORKSHOPS FOR FACULTY FOR YEAR 2022

URP Mandatory URP Capacity building

Professor ------ 1) Leadership
2) Professionalism
Associate 1) Advanced 2) Curriculum development
Professor research
methodology
and
biostatistics

Assistant 1) Advanced 3) Building and leading a team as an

Professor research educational leader
methodology 4) Communication skills
and 5) Assessment
biostatistics
2) Quality
assurance of
postgraduate
Program
Evaluation
Senior 1) Supervisory 4) Curriculum development
Registrar skills 5) Conflict resolution
2) Educational
planning and
evaluation
3) Assessment of
competence

Sept 2022
Section-9

List of Activities Of UFDP

Proposed Plan Of UFDP:

1) Mandatory Activities Of UFDP for Faculty

Serial Faculty Workshops

No.
1. Senior Registrars University Residency Programme Orientation Workshop
Supervisory skills
Education, planning and evaluation
Assessment of competence
Basic Research methodology, Biostatistics and medical writing
Advanced research methodology and Biostatistics
2. Supervisory skills

Sept 2022
 Assistant Education, planning and evaluation
Professors Assessment of competence
Basic Research methodology, Biostatistics and medical writing
Advanced research methodology and Biostatistics
3 Associate Supervisory skills
Professors Education, planning and evaluation
Assessment of competence
Basic Research methodology, Biostatistics and medical writing
Advanced research methodology and Biostatistics
4. Professors Supervisory skills

Education, planning and evaluation

Assessment of competence

Basic Research methodology, Biostatistics and medical writing

Advanced research methodology and Biostatistics

2) Capacity Building Activities Of UFDP for Faculty

Serial Faculty Workshops

No.
1. Senior Registrars Teaching and learning
Communication skills
Conducting OSCE
Building & leading a team as an educational leader
Assessment
Professionalism
Curriculum Development
2. Assistant
Leadership
Professors
Teaching & learning
Feedback
PBL-Where do we go from here?
Workplace based assessment

Sept 2022
 3. Associate Patient care
Professors Conflict resolution
Team work
Communication skills
Stress management
Ethics in medical education
Islamic medical ethics and professionalism
4. Professors
Art of Medical Writing
Plagiarism

Lists of Internal Facilitators conducting workshops:

Serial Name of internal Facilitator+ Co-Facilitator Designation, Department
No.
1) Prof Dr Fuad Niazi Professor Ophthalmology, MHPE
2) Dr Sadia Chaudhry Associate Professor
Otorhinolaryngology, MHPE
3) Dr Arsalan Manzoor Assistant Professor, Anatomy MCPS
Med Edu
4) Dr Waqas Raza Associate Professor Surgery, MHPE
5) Dr Misbah Durrani Associate Professor Radiology, MHPE
6) Dr Sadia Khan Associate Professor Gynae & Obstetrics
7) Dr Ahmed Hassan Associate Professor, Otolaryngology,
CHPE
8) Dr Hina Hanif Assistant Professor, Radiology CHPE

Sept 2022
 9) Dr Sobia Nawaz Assistant Professor Gynae & Obstetrics,
CHPE
10) Dr Maria Waqas Assistant Professor, Ophthalmology,
CHPE
11) Dr Azeem Rao Senior Registrar Psychiatry
12) Dr Sobhan Sarwar Senior Registrar Neurosurgery, CHPE

List Of External Facilitators

Serial Name of External Facilitator Designation, Department

No
1) Dr Fauzia Abdus Samad Associate Professor Medical Oncology,
MHPE
2) Prof Dr Abdus Samad Professor Radio-Oncology, MHPE
3) Dr Sajida Naseem Associate Professor, MCPS Med Edu
4) Dr Tayyaba Faisal Epidemiologist CPSP

Participants attended workshop since Sept 2021-Aug 2022

Sept 2022
Sept 2022
 Advanced Research workshop
25
22

20

15 13
12

10

5
1
0
Professor Associate professor

Attended Pending

University Faculty Development Program (UFDP)

Sept 2022
 30th Aug 2022
Feedback Report
Teaching & Learning
Dr. Sadia Chaudhry, Dr. Hina Hanif
REPORT
Workshop with title “Teaching and Learning” under Faculty development program was organized
on 30th August, 2022. Venue was Deans Meeting Hall, Main campus, RMU 0900 to1400 HRS. Feedback
of participants is as follows:
No. Parameters Strongly Agree Not sure Disagree Strongly
agree Disagree

1. Achievement of objectives 5 (29.4%) 12 (70.6%) - - -

2. Relevance of learning 6 (35.3%) 11 (64.7%) - - -

experience to objectives

3. Relevance of sessions to 7 (41.2%) 8 (47.1%) - - 2 (11.8%)

educational needs
4. Competence of facilitator 9 (52.9%) 7 (41.2%) 1 (5.9%) - -

5. Time given to each session 5 (29.4%) 10 (58.8%) 2 (11.8%) - -

6. Relevance of reading material 4 (23.5%) 10 (58.8%) 2 (11.8%) 1 (5.9%) -

to session

7. Opportunities provided for 8 (47.1%) 7 (41.2%) - 2 (11.8%) -

interaction
8. Clarification of queries 6 (35.3%) 8 (47.1%) 1 (5.9%) 2 (11.8%) -

9. Summarization of key points 3 (17.6%) 10 (58.8%) 2 (11.8%) 2 (11.8%) -

10. Conducive environment 3 (17.6%) 12 (70.6%) 1 (5.9%) 1 (5.9%) -

Almost all participants praised the efforts of the university which is continuously striving for raising
the quality standards of the medical education in Pakistan. Participants gave very valuable comments in
the end. All of them praised the efforts of Vice Chancellor and Department of Medical Education.

Sept 2022
 FEEDBACK REPORT BY QEC
Quality Enhancement Cell visited the workshop and saw it very critically to improve the
standard in true meanings
.
Sr.# CORE QUESTIONS Y N
1. Number of participants was accurate √
2. Contents of the workshop was relevant √
3. Contents were delivered to the participants √
4. Participant’s feedback taken √
5. Facilitator’s feedback taken √
6. IT equipment was working properly (computer, projector, √
microphones etc.)
7. Overall environment of the venue was conducive √
8. Timings were observed √
9. Assessment taken at the end √
10. Hands on activity were conducted? √

Feedback report for Teaching & Learning

80 70.6
70 64.7
58.8 58.8 58.8
60 52.9
47.1 47.1 47.1
50 41.2 41.2 41.2
40 29.4 35.3 35.3
29.4
30 23.5
17.6 17.6
20 12
10
0

Strongly agree Agree Not sure Disagree Strongly disagree

0
 Workshop Calendar of Capacity Building for Jan 2022-Dec 2022
CAPACITY BUILDING OF RMU FACULTY CALENDER 2022
Date Workshop name Facilitators Program Convener
8th Feb Quality assurance Dr Arsalan Manzoor UFDP Dr Sidra
of Postgraduate Dr Rabiya Khalid Hamid
Program Dr Uzma Hayat
Evaluation
9-11th Feb Supervisory skills Dr Sobhan Sarwar UFDP Dr Sidra
Dr Sidra Hamid Hamid
17th Feb Teaching and Dr Sadia Chaudhry UFDP Dr Sidra
learning Dr Hina Hanif Hamid
24th Feb Professionalism in Dr Madeeha Rehan UFDP Dr Sidra
medical Hamid
education
2nd Mar Quality assurance Dr Arsalan Manzoor UFDP Dr Sidra
of Postgraduate Dr Rabiya Khalid Hamid
Program Dr Uzma Hayat
Evaluation
8th Mar Teaching and Dr Hina Hanif UFDP Dr Sidra
learning Dr Abeera Zareen Hamid
16h Mar Leadership in Dr Arsalan Manzoor UFDP Dr Sidra
medical Hamid
education
8-10th Apr Supervisory skills Dr Sadia Khan UFDP Dr Rizwana
(Mianwali) Dr Sobia Nawaz Shahid
10th May Quality assurance Dr Arsalan Manzoor UFDP Dr Sidra
of Postgraduate Dr Rabiya Khalid Hamid
Program Dr Rizwana Shahid
Evaluation
23rd May Conflict Dr Haitham Akash UFDP Dr Sidra
Resolution Dr Mohammad Arshad Hamid
Dr Muhammad Kashif
24th May Communication Dr Azeem Rao UFDP Dr Sidra
Skills Dr Obaid Ur Rehman Hamid
2nd Jun Building & leading Dr Sadia Chaudhry UFDP Dr Sidra
a team as an Dr Hina Hanif Hamid
educational
leader
7-9th Jun Assessment of Dr Arsalan Manzoor UFDP Dr Sidra
competence Dr Maria Waqas Hamid
Dr Imtiaz Ahmad Shakir
14-16th Jun Educational Dr Usman Qureshi UFDP Dr Sidra
planning and Dr Ahmed Hassan Hamid
evaluation
21-23rd Jun Basic Research Dr Lubna Meraj UFDP Dr Sidra
methodology, Dr Khaula Noreen Hamid
1
 Biostatistics and
medical writing
7th Jul Communication Dr Azeem Rao UFDP Dr Sidra
skills Dr Obaid Ur Rehman Hamid
19-21st Jul Assessment of Dr Arsalan Manzoor UFDP Dr Sidra
competence Dr Maria Waqas Hamid
Dr Imtiaz Ahmad Shakir
26-28th Jul Educational Dr Usman Qureshi UFDP Dr Sidra
planning and Dr Ahmed Hassan Hamid
evaluation
Aug Quality assurance Dr Arsalan Manzoor UFDP Dr Sidra
of Postgraduate Dr Rabiya Khalid Hamid
Program Dr Rizwana Shahid
Evaluation
Aug Professionalism in Dr Azeem Rao UFDP Dr Sidra
medical Hamid
education
Aug Leadership in Dr Arsalan Manzoor UFDP Dr Sidra
medical Dr Gohar Rashid Hamid
education
30th Aug Teaching & Dr Sadia Chaudhry UFDP Dr Sidra
Learning Dr Hina Hanif Hamid
13th Sept Conflict resolution Dr Azeem Rao UFDP Dr Sidra
Dr Haitham Akash Hamid
27th Sept Professionalism in Dr Azeem Rao UFDP Dr Sidra
medical Hamid
education
Sept Communication Dr Azeem Rao UFDP Dr Sidra
skills Dr Obaid Ur Rehman Hamid
Sept Curriculum Dr Sajid Rashid UFDP Dr Sidra
planning and Dr Sidra Hamid Hamid
development
Oct Assessment of Dr Arsalan Manzoor UFDP Dr Sidra
competence Dr Maria Waqas Hamid
Dr Imtiaz Ahmad Shakir
Oct Educational Dr Usman Qureshi UFDP Dr Sidra
planning and Dr Ahmed Hassan Hamid
evaluation
Oct Basic Research Dr Lubna Meraj UFDP Dr Sidra
methodology, Dr Khaula Noreen Hamid
Biostatistics and
medical writing
Oct Quality assurance Dr Arsalan Manzoor UFDP Dr Sidra
of Postgraduate Dr Rabiya Khalid Hamid
Program Dr Rizwana Shahid
Evaluation
Nov Communication Dr Azeem Rao UFDP Dr Sidra
skills Dr Obaid Ur Rehman Hamid
2
Nov Leadership in Dr Arsalan Manzoor UFDP Dr Sidra
medical Dr Gohar Rashid Hamid
education
Nov Teaching & Dr Sadia Chaudhry UFDP Dr Sidra
Learning Dr Hina Hanif Hamid
Nov Conflict resolution Dr Muhammad Kashif UFDP Dr Sidra
Dr Muhammad Arshad Hamid
Dr Haitham Akash
Dec Curriculum Dr Sajid Rashid UFDP Dr Sidra
planning and Dr Sidra Hamid Hamid
development
Dec Assessment of Dr Arsalan Manzoor UFDP Dr Sidra
competence Dr Maria Waqas Hamid
Dr Imtiaz Ahmad Shakir
Dec Educational Dr Usman Qureshi UFDP Dr Sidra
planning and Dr Ahmed Hassan Hamid
evaluation
Dec Quality assurance Dr Arsalan Manzoor UFDP Dr Sidra
of Postgraduate Dr Rabiya Khalid Hamid
Program Dr Rizwana Shahid
Evaluation

3
 UFDP Activities in a Glance

Advanced Research Methodology and Biostatistics - 04-05 October 2021

Teaching & Learning: 30 Aug 2022

4
Workshop Attended By Professors

5
Workshop Attended By Associate Professors

6
Workshop Attended By Assistant Professors

7
Workshop Attended By Senior Registrars

8
9
10
 Workshop Attended By Senior Registrars

FEEDBACK PROFORMA

Workshop Title _____________________________________________________________

Date _____________________ Facilitator _______________________________________

Name of participant __________________________________________________ (optional)

Kindly encircle/mark only one option for each statement given below, according to the
following key:

SD – Strongly Disagree D – Disagree N – Not sure A – Agree SA – Strongly Agree

S. No. PARAMETERS SC
AL
E

1. Objectives of the session were achieved SD D N A SA

2. Learning experience was relevant to the objectives SD D N A SA

3. Session was relevant to my educational needs SD D N A SA

4. The facilitator had command over subject matter SD D N A SA

5. Time given to each session was appropriate SD D N A SA

6. Reading material provided was relevant to the SD D N A SA

session

7. Opportunities for interaction were provided SD D N A SA

8. Queries were clarified SD D N A SA

9. Key points were summarized at the end SD D N A SA

10. Environment was conducive to learning SD D N A SA

Any other comments?

11
12
13
 References:

1) Whitcomb ME: The medical school's faculty is its most important asset. Academic
Medicine 2003, 78: 117-118.
2) Davis MH., Harden RM: Planning and implementing an undergraduate medical
curriculum: the lessons learned. Medical Teacher 2003, 25: 596- 608.
3) Harden RM: International medical education and future directions: a global.
Academic Medicine 2006, 81: S22-S29.
4) Roff S, Mcaleer S: What is educational climate? Medical Teacher 2001, 23: 333-
334.
5) Harden M R: Planning a curriculum. In A practical guide for medical teachers.
Edited by Harden MR, Dent AJ. Edinburgh: Churchill Livingstone; 2001:13-24.
6) World Federation for Medical Education (WFME). Continuing Professional
Development of Medical Doctors. WFME Global Standards for Quality
Improvement-The 2015 Revision. 2015.
7) Gaff SS, Festa C, Gaff JG: Faculty Development. In Professional development: A
guide to resources. USA: Transaction Publishers; 1978:67-77.
8) Holloway RL, Wilkerson L, Hejdek G: Our back pages: faculty development and
the evolution of family medicine. Family Medicine 1997, 29: 133-136.
9) Steinert Y: Staff development for clinical teachers. The Clinical Teacher 2005, 2:
104-110.
10) Holloway RL, Wilkerson L, Hejdek G: Our back pages: faculty development and
the evolution of family medicine. Family Medicine 1997, 29: 133-136.
11) Steinert Y, Cruess S, Cruess R, Snell L: Faculty development for teaching and
evaluating professionalism: from programme design to curriculum change.
Medical Education 2005, 39: 127-136.
12) Steinert Y: Staff development. In A practical guide for medical teachers. Edited by
Harden MR, Dent AJ. Edinburgh: Churchill Livingstone; 2005:390- 399.

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