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Abstract

Objective: To develop a model for workplace-based faculty development (WBFD) by identifying key components for its framework that enhance the transfer of teaching skills in the workplace through a meta-synthesis review of relevant qualitative studies in medical education.
Methodology: We conducted a meta-synthesis using a meta-ethnographic approach. We searched PubMed, Medline, PsycINFO, SCOPUS and Google Scholar for qualitative studies. Studies published between January 2000 to September 2024 were included. We used a thematic synthesis approach to analyses the data, compare the findings from different studies and identified main themes for making the WBFD model.
Results: From the 1,235 studies screened, 10 met the inclusion criteria for this review. Seven core themes emerged as key components of a framework for WBFD model: (1) Peer Coaching, (2) Learning by Observing, Doing and Reflecting, (3) Workplace-Based Learning, (4) Cognitive Apprenticeship Model, (5) Institutional Support, (6) Feedback and Reflection and (7) Evaluation of Faculty Development Programs. Peer coaching facilitated the faculty development through reflection and feedback, while the Cognitive Apprenticeship Model enhanced the learning transfer and provided scaffolding mechanisms that supported faculty in refining their teaching methodologies with institutional support.
Conclusions: This meta-synthesis highlighted the significance of the WBFD model by integrating peer coaching with feedback, reflective practice, cognitive apprenticeship and institutional support with evaluation. The WBFD model promotes the sustainable learning transfer of teaching skills at the workplace. Future studies should examine how well this model works through experimental research on faculty development.