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Introduction <p>Faculty development programs traditionally focus on improving teaching and research skills, but the need to integrate personal growth domains, including stress and time management, recognition, self-esteem, communication, problem-solving, and interpersonal interactions remains underexplored. Personal development supports educator well-being, motivation, and teaching effectiveness. This study aimed to assess the perceived need for integrating structured personal growth opportunities within faculty development programs by exploring medical educators’ perspectives.</p> Methods <p>This descriptive qualitative study using reflexive thematic analysis, was conducted at a private medical college in Islamabad, Pakistan, between January 2023 and July 2024. Purposive sampling included 13 faculty members (5 senior basic sciences, 5 junior basic sciences, and 3 clinical) with at least two years of teaching experience. Semi-structured interviews were guided by a literature-based interview schedule validated by an expert. Interviews were transcribed verbatim, member-checked, and analyzed using Braun and Clarke’s reflexive thematic analysis. Rigor was ensured through reflexivity, peer debriefing, and adherence to the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist.</p> Results <p>Six themes were identified: (1) stress management and well-being, (2) time management and institutional flexibility, (3) recognition and self-esteem, (4) communication and interaction gaps, (5) problem-solving and collegial support, and (6) interpersonal interactions with students, parents and colleagues. Faculty valued existing workshops and scheduling flexibility but emphasized the need for structured, continuous programs that embed personal growth within institutional frameworks. Junior faculty prioritized recognition and mentorship, while senior faculty highlighted stress management and feedback.</p> Discussion <p>Findings from this need assessment suggest that faculty development programs may benefit from purposefully integrating personal growth domains alongside pedagogical training. Structured initiatives in stress management, mentorship, recognition, and communication may enhance faculty motivation, well-being, and educational effectiveness within similar institutional contexts.</p>

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Assessing the Need for Personal Growth Integration in Faculty Development: a Descriptive Qualitative Study of Medical Educators

  • 期刊论文

  • 发表日期：

    2026年2月21日

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  • Sidra Majeed,
  • Khurram Irshad,
  • Sadaf Majeed,
  • Hira Moin,
  • Nilofar Nasir Zaidi,
  • Shahzad Riyaz

摘要

Introduction

Faculty development programs traditionally focus on improving teaching and research skills, but the need to integrate personal growth domains, including stress and time management, recognition, self-esteem, communication, problem-solving, and interpersonal interactions remains underexplored. Personal development supports educator well-being, motivation, and teaching effectiveness. This study aimed to assess the perceived need for integrating structured personal growth opportunities within faculty development programs by exploring medical educators’ perspectives.

Methods

This descriptive qualitative study using reflexive thematic analysis, was conducted at a private medical college in Islamabad, Pakistan, between January 2023 and July 2024. Purposive sampling included 13 faculty members (5 senior basic sciences, 5 junior basic sciences, and 3 clinical) with at least two years of teaching experience. Semi-structured interviews were guided by a literature-based interview schedule validated by an expert. Interviews were transcribed verbatim, member-checked, and analyzed using Braun and Clarke’s reflexive thematic analysis. Rigor was ensured through reflexivity, peer debriefing, and adherence to the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist.

Results

Six themes were identified: (1) stress management and well-being, (2) time management and institutional flexibility, (3) recognition and self-esteem, (4) communication and interaction gaps, (5) problem-solving and collegial support, and (6) interpersonal interactions with students, parents and colleagues. Faculty valued existing workshops and scheduling flexibility but emphasized the need for structured, continuous programs that embed personal growth within institutional frameworks. Junior faculty prioritized recognition and mentorship, while senior faculty highlighted stress management and feedback.

Discussion

Findings from this need assessment suggest that faculty development programs may benefit from purposefully integrating personal growth domains alongside pedagogical training. Structured initiatives in stress management, mentorship, recognition, and communication may enhance faculty motivation, well-being, and educational effectiveness within similar institutional contexts.