Abstract
This study aimed to determine the appropriateness of a participatory-based approach to assessment of educational needs of medical teachers in the Faculty of Medicine at Chiang Mai University by developing a procedural model and empirical testing its validity and efficacy. The main purpose is to design and run the Professional Development Unit effectively in the Faculty. The development of the participatory based approach was undertaken within the theoretical framework of self development and humanistic adult education philosophies, and also within the context and constraints of the Faculty of Medicine at Chiang Mai University, A set of key characteristics of the approach was identified as appropriate to the Faculty situation. A number of criteria was then operationally defined to test empirically the validity of those characteristics and the efficacy of the procedural model itself. A series of tests was conducted in connection with training workshops in the Faculty of Medicine at Chiang Mai University during 1981-1988. This series was divided administratively into four stages: (1) preliminary field research on 6 medical teachers; this is an informal assessment of educational needs of medical teachers; (2) local expert judgement of the educational needs of medical teachers in Workshop 1, the aim of this stage being for gaining permission from key persons and developing the Professional Development Programme; (3) The core committee based approach was applied in Workshop 2, the main purpose being for the heads of departments to study the possibility of implementing the Professional Development Programme; and (4) a participatory based approach was applied directly to the sample groups of medical teachers. The validity of the approach characteristics and the efficacy of the procedure were tested before implementation in various groups of medical teachers. The major results of the study are that the participatory based approach to identification of educational needs of medical teachers is highly appropriate for the Faculty of Medicine at Chiang Mai University. The procedural approach and its characteristics were well accepted by all individuals at the workshops. All professional experts readily accepted that the initial approach was the best available and provided a suitable format for their programme planning. Substantially, the test results of the modified approach indicate that it is highly acceptable to the professional experts for the purposes of programme planning. A number of recommendations have been forwarded for the refinement of this participatory based approach to assessment of educational needs of medical teachers, and for the empirical testing of the validity and efficacy of its refined characteristics in the Faculty. The recommendations also indicate the possibility of using the approach in other purposes as an integral part of the programme planning process.