Faculty Development Needs Assessment at Kuwait Institute for Medical Specializations, Ministry of Health, Kuwait
Year: 2026
Type: article
Study design: Observational Study
Abstract: Objective: To assess the faculty development needs of medical educators at the Kuwait Institute for Medical Specializations, Ministry of Health, Kuwait. Methods: A cross-sectional electronic needs assessment survey was conducted in January 2021 among faculty and administrators affiliated with residency programs at the Kuwait Institute for Medical Specializations. The anonymous survey was distributed by email to all eligible participants. The survey assessed perceived faculty development needs across four domains: program-related topics, clinical teaching, assessment, and research. Results: A total of 320 faculty members from 50 KIMS postgraduate specialization programs responded to the survey, giving a response rate of 39%. The overall mean perceived faculty development need score was 8.23 ± 5.17, with the highest need reported in the clinical teaching domain (2.64 ± 2.02) and the lowest in the research domain (1.26 ± 0.76). Major areas of need included competency-based design, leadership, resident wellness, short essay questions, and researchrelated training. Perceived needs did not differ significantly across specialty programs; however, overall needs were significantly higher among faculty in academic roles compared with leadership and examination roles. Conclusion: This study identified important faculty development needs among faculty members at the Kuwait Institute for Medical Specializations, with the highest perceived need in the clinical teaching domain and comparatively lower need in the research domain. Key areas requiring attention included competency-based education, leadership, resident wellness, assessment methods, and research training. Keywords: Needs Assessment, Faculty, Medical, Staff Development, Education
DOI: 10.64433/p0cqpe42
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7207576029