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Faculty Perception of Institutional Needs and Goals in an Osteopathic Medical Education Program

Journal: Unpublished PhD thesis University of North Texas, Date: 1984/05, Pages: 245, type of study: Delphi study

Full text    (https://dialog.proquest.com/professional/pqdtprof)

Keywords:

curriculum [229]
delphi study [4]
faculty [30]
osteopathic medicine [1540]
USA [1086]

Abstract:

The purpose of this study was to determine and compare faculty perceptions of areas of concern that have been identified by osteopathic medical education administrators as having a relationship to institutional needs and goal setting. Specifically, a Delphi research technique was sued to examine faculty perceptions of osteopathic perspective in relation to (a) the philosophical and functional orientation of the curriculum; (b) actual design, structure, and implementation of the curriculum; (c) location and design of the physical facilities and the campus environment; (d) faculty issues of tenure, promotion, salary, and merit; (e) teaching, and the evaluation of teaching; (f) student characteristics and admissions policies; and (g) administrative structure and communication networks. The population of this study is restricted to the full-time faculty of the New Jersey School of Osteopathic Medicine who were employed between May and October of 1983. Demographic variables include faculty rank, tenure status, academic or professional degree, and department affiliation. The three rounds of the Delphi procedure produced faculty consensus on the majority of institutional variable items. In addition, the study identified similarities and differences in faculty perception of the institutional variable categories identified in Round I of the Delphi. These categories are compared by the demographic variables. A one-way analysis of variance, plus post-hoc comparisons using the Duncan's new multiple range test, identified significant differences and trends toward significance for the institutional variable categories of osteopathic perspective and identity; administration; teaching and evaluation; physical campus and curriculum; tenure, promotion, salary, and merit; and students and admissions. No significant differences were found for the institutional variable categories of future growth and missions and goals, and curriculum and laboratory space. Significant differences were found among the institutional categories by the demographic variables of tenure status, academic or professional degree, and department. No significant differences were found among the institutional categories for the demographic variable of faculty rank.


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