Scholarlink

Background <p>Over the past few decades, the University of Liberia College of Health Sciences (ULCHS) has faced increased challenges in providing high quality health education due to societal turmoil, disease outbreaks, and a critical lack of human resources. In 2018, ULCHS leadership identified the building of a faculty development program focused on pedagogy and teaching skills as a top priority to strengthen educational output.</p> Methods <p>This paper describes the creation and implementation of a pedagogical training program within the Center for Teaching, Learning, and Innovation (CTLI) at the University of Liberia College of Health Sciences (ULCHS). Using an innovative South-South Training-of-Trainers (ToT) model which leveraged local trained educators within the same city and country, the program aimed to bridge teaching and learning gaps among ULCHS faculty members.</p> Results <p>Surveys administered across three iterations of the program indicated a substantial improvement in participants' perceived knowledge in 11 competency domains related to teaching, learning, and assessment. Results demonstrated (1) the effectiveness of the pedagogy training program in building perceived skills, and (2) usage of a South-South ToT model to foster a supportive learning environment and promote systemic change.</p> Conclusions <p>This study highlights the potential of a three-phase ToT model for transforming pedagogical practices in low-resource settings and emphasizes the importance of peer instruction in creating effective, student-centered learning environments.</p> Trial registration <p>Not applicable.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Unlocking potential: elevating faculty development in liberia through a localized training-of-trainers model

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月17日

查看全文
  • Marie H. Martin,
  • Odell Kumeh,
  • Megan Croly,
  • Sydell Goll,
  • Comfort Enders,
  • Barbara Brillant,
  • Grace Hawa Boiwu,
  • Hashmi M. Pusah,
  • Edwin Beyan,
  • Chelsea Plyler,
  • Kristina Talbert-Slagle,
  • Chase Stober,
  • Bernice Dahn

摘要

Background

Over the past few decades, the University of Liberia College of Health Sciences (ULCHS) has faced increased challenges in providing high quality health education due to societal turmoil, disease outbreaks, and a critical lack of human resources. In 2018, ULCHS leadership identified the building of a faculty development program focused on pedagogy and teaching skills as a top priority to strengthen educational output.

Methods

This paper describes the creation and implementation of a pedagogical training program within the Center for Teaching, Learning, and Innovation (CTLI) at the University of Liberia College of Health Sciences (ULCHS). Using an innovative South-South Training-of-Trainers (ToT) model which leveraged local trained educators within the same city and country, the program aimed to bridge teaching and learning gaps among ULCHS faculty members.

Results

Surveys administered across three iterations of the program indicated a substantial improvement in participants' perceived knowledge in 11 competency domains related to teaching, learning, and assessment. Results demonstrated (1) the effectiveness of the pedagogy training program in building perceived skills, and (2) usage of a South-South ToT model to foster a supportive learning environment and promote systemic change.

Conclusions

This study highlights the potential of a three-phase ToT model for transforming pedagogical practices in low-resource settings and emphasizes the importance of peer instruction in creating effective, student-centered learning environments.

Trial registration

Not applicable.