Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study.

Background: Faculty development programs can bring about both individual and organizational capacity development by enhancing individuals' attitudes, values, and skillsto enable them to implement organizational change. Understanding how faculty development programs produce capacity development, and the influencing factors, requires further understanding. This study aimed to explore the perceptions of the participants of a faculty development program about the capacity development features of the program and the influencing factors.

Effective factors in planning, implementation, and management of educational program evaluation in medical sciences: A practical guide.

Background: Educational program evaluation is a complex issue, and it is essential to have knowledge of the potential challenges and solutions during the whole process. The present study aimed to identify the influential components in planning, implementation, and evaluation management of educational programs in medical sciences and then provide an applied guide to guarantee the best possible evaluation by evaluators of educational programs.

Materials And Methods: This descriptive study was conducted in three steps.

Health profession education hackathons: a scoping review of current trends and best practices.

Background: While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend.

Methods: This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation.

Psychometric evaluation of Maastricht clinical teaching questionnaire based on the cognitive apprenticeship model.

Background: The Maastricht Clinical Teaching Questionnaire is a valid and reliable instrument for measuring the quality of clinical teaching. This study was aimed at translation and psychometric evaluation of the Persian version of this questionnaire to evaluate clinical teaching based on the cognitive apprenticeship model.

Materials And Methods: The translation of the questionnaire was performed according to Guillemins framework.