| dc.description.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. | en_US |
