J Obstet Gynaecol Res. 2026 Feb;52(2):e70214. doi: 10.1111/jog.70214.
ABSTRACT
AIM: To evaluate the educational outcomes of a nationwide faculty development initiative tailored to obstetrician-gynecologists in Japan, addressing the gap in systematic faculty development implementation and assessment within the specialty.
METHODS: This observational study evaluated three online faculty development seminars conducted by the Japan Society of Obstetrics and Gynecology between December 2023 and August 2024. Using Kirkpatrick’s four-level model, we assessed participant satisfaction (Level 1), self-assessed knowledge gain (Level 2), and behavioral implementation in clinical practice (Level 3). Data were collected using post-seminar and longitudinal follow-up questionnaires.
RESULTS: Level 1 (Reaction): Among the 195 participants, 85.1% completed the post-seminar surveys, with satisfaction rates ranging from 87.9% to 93.0%. Level 2 (Learning): Self-assessed knowledge scores significantly improved across all three seminars (e.g., Seminar 1: from 4.0 to 7.0 on a 9-point scale, p < 0.05). Level 3 (Behavior): Among participants who attended multiple sessions, 74.1% reported implementing learned skills, such as feedback techniques and leadership strategies, with the majority noting positive educational outcomes.
CONCLUSIONS: Nationwide faculty development programs tailored to obstetrics and gynecology can enhance educational competence and promote behavioral change. Our findings highlight the feasibility and effectiveness of specialty-specific faculty development and indicate the need for long-term objective assessments to ensure a sustainable impact. These findings have significant implications for the field of obstetrics and gynecology, suggesting that targeted faculty development initiatives can play a crucial role in improving the quality of medical education and addressing workforce shortages.
PMID:41717673 | DOI:10.1111/jog.70214
