A Comparative Study of Faculty Development Programs for Promoting Professionalism

Introduction: Many universities around the world have regulations on the concepts and standards of professionalism in which faculty members are required to adhere to many ethical values. professionalism is known as one of the most important variables in the success of organizations and the dominance of this concept can help the organization to reduce tensions and achieve goals, and therefore having professionalism in organizations is a competitive advantage. Therefore, in this study, we have examined faculty empowerment programs aimed at promoting professionalism. Methods: The present study was a comparative study. In comparative research, the studied paradigms are identified and the status, experiences and characteristics of the subject in the studied units are examined and extracted. The study environment was the virtual websites of the studied universities and scientific databases. In fact, at this stage, information was collected by referring to books, journals, reputable academic sites, as well as reputable databases, PubMed, Springer, Index, Emerald, Google Scholar, Eric, Copernicus, Web of sciences, Science Direct. Finally, ۳۷ researches, books, empowerment program guides were selected and used in writing this article. Research community In this study, the sites and centers for the development of professionalism in the researches and universities were studied. Results: The texts show several approaches that if professionalism is to be effectively taught and internalized to faculty members, the points and experiences of top universities in this field should be considered. The cognitive base must be defined and communicated so that teachers understand the nature of professionalism, its relationship to the teaching profession, and the commitments that must be made to the survival of professionalism in the profession. In addition, opportunities for experiential learning must be provided on a regular basis to promote self-reflection and mindfulness so that professionalism does not remain a theoretical or marginal concept. Professionalism comes from a combination of experience and conscious reflection on experience. Therefore, the main goal of medical education should be to provide teachers with multiple and appropriate opportunities to gain experience and reflect on the concepts and principles of professionalism. The influence of respected peers and role models remains a very powerful tool in influencing this concept. Conversely, the destructive effects of patterns that fail to meet acceptable standards can be just as strong. To be effective, it seems obvious that models need to understand and be able to understand the patterns and values that are expected of them. Promoting rethinking in faculty members and sending a strong message that professionalism is very important in teaching, and in informal and covert educational programs, in addition to overt programs such as professionalism workshops, should be considered by designers. As a result, mentioning these points and using the research experiences of the host universities is the most convincing argument for the creation and implementation of the faculty development program, which should be considered for designing a program to promote education and evaluate the professionalism of teachers.

کلیدواژه ها:

Comparative Study ، professionalism ، Faculty Development