Faculty Perceptions on FAIMER Program: A Scoping Review

Abstract

Background: Faculty development programs (FDPs) in health professions education aim to enhance educational leadership, teaching competence, and administrative capacity. The FAIMER model integrates project-based learning with education and leadership enhancement to advance professional networks and institutional change. A collective review of faculty perceptions is not readily available for understanding.

Methods: The PRISMA framework was used to conduct this scoping review. The studies referred to were conducted between 2004 and 2025. Of these, 11 studies were included. Mixed-method evaluations, longitudinal studies, case studies, and qualitative inquiries were the data sources.

Results: There were increases in self-efficacy, leadership skills, and professional competency. The outcomes at the institutional level were curriculum reforms, improvements in teaching quality, and increased collaboration. Globally, it emphasized expanding networking among fellows, fostering cross-cultural leadership, and sustaining professional communities. The cultural influences were found to both challenge and promote learning, prompting adaptive strategies.

Conclusion: FAIMER programs are effective in building individual capacity, triggering institutional change, and maintaining global networks among professionals. The triad of leadership, project management, and response to cultural differences strengthens the success of this program. Future focus must be on outcomes at the institutional level and on refining evaluation frameworks to strengthen evidence of global educational impact.