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Table 1 CMO analysis

From: Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review

Code

Title

Country

Context

Mechanism (Resource)

Mechanism (Reasoning/Why)

Outcome

1

Ahmed (2013) Tailoring online faculty development programmes: overcoming faculty resistance

Reference: [23]

Egypt

Invited Expert Ophthalmology & Vascular surgery clinician and faculty facilitators and participants

Participant selects learning needs via email invitation, custom designed online course, Assignments and expert-led discussions, f2f workshop

External expert involvement and self-directed learning improved participation and satisfaction, decreased resistance

Increased participation, Participant satisfaction

2​

Anshu, Sharma, Burdick & Singh (2010) Group Dynamics and Social Interaction in a South Asian Online Learning Forum for Faculty Development of Medical Teachers

Reference: [24]

India

Fellows & Fellow-moderators in HPE fellowship programme and facilitators for programme

Email listServe discussion on topic selected by participants and facilitated by near-peers with faculty mentoring of the moderators

community of inquiry (Social Presence) supported by involvement of moderators supports learner-centred design and modification of curriculum activities

High level of social presence supporting cognitive and teacher presence for promoting ongoing discussion to engage with topic

3​

Dongre, Chacko, Banu, Bhandary, Sahasrubudhe, Philip & Deshmukh (2010) Online Capacity-Building Program on “Analysis of Data” for Medical Educators in the South Asia Region: A Qualitative Exploration of our Experience

Reference: [25]

India, Nepal, Malaysia

Fellows & Fellow-moderators in HPE fellowship programme and facilitators for programme

Email listServe discussion on research methods to support Fellows in conducting HPE innovation research

Adult learning principles that supports a flexible, reactive learning environment. ​

Discussion provided support in study design, implementation and analysis plans and production of technically robust research work. Email discussion highlighted learning needs and helped shape the learning outcomes for the group.​

4​

Frantz, Bezuidenhout, Burch, Mthembu, Rowe, Tan, Van Wyk & Van Heerden (2015) The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study

Reference: [26]

South Africa

Fellows in HPE fellowship programme and HPE expert facilitators for programme

2 year blended fellowship programme. 3 f2f sessions with workshops on scholarship, project management, teaching and leadership. Online/distance learning sessions

A broad, context-sensitive knowledge of HPE as well as excellent teaching and research skills to run such programmes facilitates the outcomes identified meeting Kirkpatrick Model of evaluation levels

(1) belonging to a community of practice, (2) personal development, (3) professional development, (4) use of tools and strategies for project management and/or advancement, and (5) capacity development

5​

Ladhani, Chatwal, Vyas, Iqbal, Tan & Diserens (2011) Online role-playing for faculty development

Reference: [27]

Pakistan India Malaysia USA

Fellows & Fellow-moderators in HPE fellowship programme and facilitators for programme

Role-playing scenario sent via email listServe focused on CBME as theoretical topic. Participants required to use available materials on the topic to respond to a fictitious Dean's letter as various stakeholders

Adult learning and online role-playing: Encouraged distributed participation among a diverse population, keeping participation and interest high due to the role-playing approach used

The discussion helped to clarify concepts related to CBME, and generated many themes; 10 models of CBME from various countries. The active participation and high level of engagement had an impact on subsequent online discussions on the list server. role-playing was picked up and used in the virtual session discussions by the fellows in one of FAIMER’s four regional institutes. This re-use of the learning strategy by other fellows (health professions faculty members) is probably the best evidence that this group finds role-playing to be effective and 6enjoyable for the participants

6​

Naeem & Khan (2019) Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education

Reference: [28]

Pakistan​

Masters (HPE) students and internal/external teaching faculty

Blended MHPE programme using both f2f and online activities

Constructivist and collaborative learning approach used. Community of inquiry used to analyse. Issues identified, where learner presence was negatively influenced by issues related to self-regulation and as a result of previous experience as spoon-fed learners. Infrastructure and internet access negatively influenced student experience and participation

Students struggled to develop autonomy, were overloaded on a cognitive level and required facilitators to actively manage group dynamics with a group who struggled with time management as a result of work-requirements. Lack of support from institution also negatively influenced student participation and success of the programme.​

7​

Thakurdesai, Ghosh, Menon, Sahoo, Tripathi, Harshe & Andrade (2018) Electronic journal clubs for capacity building: A case study in psychiatry as a model for medical disciplines in developing countries

Reference: [29]

India

Psychiatrists (post-graduate students, recent graduates, academic faculty and clinicians)

Electronic journal club for discussion of articles, training on manuscript review and scholarly analysis and writing

Can be replicated in other developing countries for more efficient manpower development and capacity building in academic medicine. The availability of active, committed, competent, and experienced facilitators is needed

Improved analytical and as well as writing skills. Opportunities for participation in research projects. Publications. Collectively seen as improved scholarship skills

8​

Woods, Attwell, Ross, Theron (2012) Text messages a learning tool for midwives

Reference: [30]

South Africa

Midwives in clinical practice supported by Perinatal education programme staff

Short essential learning text messages with links to coursework sent to participants

Cost-effective and relevant clinical-content of messages was useful to those in both private and public sector, urban and rural setting

Participant enjoyment, improved their clinical practice, regular sharing and discussions about the messages with colleagues. Cost-effective learning opportunities, which can contribute to student teaching in clinical setting