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Year : 2017  |  Volume : 15  |  Issue : 2  |  Page : 151-156

Perceptions on faculty development among dental faculty in Andhra Pradesh

1 Department of Public Health Dentistry, Sibar Institute of Dental Sciences, Dr. NTR University of Health Sciences, Guntur, Andhra Pradesh, India
2 Department of Public Health Dentistry, Anil Neerukonda Institute of Dental Sciences, Dr. NTR University of Health Sciences, Vishakhapatnam, Andhra Pradesh, India
3 Department of Public Health Dentistry, Lenora Institute of Dental Sciences, Dr. NTR University of Health Sciences, Rajahmundry, Andhra Pradesh, India

Correspondence Address:
Suresh Sanikommu
Department of Public Health Dentistry, Sibar Institute of Dental Sciences, Takkellapadu, Guntur, Andhra Pradesh
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jiaphd.jiaphd_177_16

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Introduction: Development of the teaching skills by the faculty has become a critical component of health professionals' education. Faculty development is an important tool for improving educational standards. Aim: The aim of this study is to assess the perceptions on faculty development among dental faculty members in Andhra Pradesh. Materials and Methods: A cross-sectional survey was conducted during the months of August and September 2015 in five randomly selected dental institutions of Dr. NTR University of Health Sciences, Andhra Pradesh. Semi-structured, self-administered questionnaires were distributed to faculty members who were present on the day of survey and collected personally. Chi-square test was used to analyze the categorical data using SPSS version 20. Results: A total of 130 respondents returned duly filled forms. Mean age of the respondents was 34.7 ± 6.53 years. Nearly 80% of the respondents never attended any faculty development program. Preponderance of the respondents reported a lack of any established faculty development program in their respective institutions. Half of the respondents reported that they had not received any support from their institutions for improving their teaching skills. The most frequently reported barrier for faculty development was a lack of initiation from authorities followed by excessive clinical and teaching load. Majority of the respondents felt that faculty development programs can improve standards of dental education and quality of dental care. Ninety-three percent of the faculty members were interested in attending faculty development programs. Conclusion: It is time for the institutions and authorities to initiate reforms to remove the barriers and provide institutional support for faculty development programs.

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