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Year : 2022  |  Volume : 16  |  Issue : 2  |  Page : 85-86

Faculty development programs and student centered approach in teaching can improve the learning experiences in the students

Vice-Chancellor, National Institute of Ayurveda Deemed to be University (De novo), Jaipur, Rajasthan, India

Date of Submission20-Jun-2022
Date of Decision20-Jun-2022
Date of Acceptance20-Jun-2022
Date of Web Publication4-Jul-2022

Correspondence Address:
Sanjeev Sharma
National Institute of Ayurveda Deemed to be University (De novo), Jaipur, Rajasthan
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/joa.joa_156_22

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How to cite this article:
Sharma S. Faculty development programs and student centered approach in teaching can improve the learning experiences in the students. J Ayurveda 2022;16:85-6

How to cite this URL:
Sharma S. Faculty development programs and student centered approach in teaching can improve the learning experiences in the students. J Ayurveda [serial online] 2022 [cited 2022 Sep 28];16:85-6. Available from: http://www.journayu.in/text.asp?2022/16/2/85/349761

In 2009, the Organisation for Economic Cooperation and Development in its report entitled ”Teachers are important: attracting, training, and retaining efficient teachers” (OECD, 2009), has tried to explore and highlight the role of teachers in the process of learning:

”The quality of the teachers and their way of teaching are more important factors to get the students to have good results….. It is also evident that the effectiveness of teachers varies from one to another. The differences related to the student's performance are often greater within the same school than from one school to another. Teaching is a demanding job and it is not possible for all those involved to be effective professionals and to remain that way through” (OECD, 2009, p. 17).

Higher educational institutions are facing a lot of changes and challenges in the teaching and training spheres. Faculty is a very important part of the educational organizations and the education and learning of the students are directly proportional to the efficiency of the teachers.

While entering into the teaching profession then a teacher should understand that he is in such a society and position where he has to keep himself always in learning process and training. Marcelo (2001) stresses the teachers to ask a few questions themselves “How do these changes affect teachers? How should we rethink the teacher's work in these new circumstances? How should new teachers be trained? Which are the main professional skills the teachers must develop? How do we adapt the knowledge and attitudes of teachers to respond and take advantage of the new opportunities that the information society offers us? What new educational and school scenarios are possible/desirable? (p. 532).” Unfortunately, teachers by and large fail to ask these questions and do not find the answers as well. This drastically and adversely affects the teaching and training of the students. It is very important for the teacher to update, upkeep, upscale, and upskill himself for the proper teaching and learning and get prepared himself for the changing expectations and shifting paradigms of the teaching and training. This is only possible when a teacher is aware of these facts and is having a teaching attitude. Teachers always need continuous training, reorientations, and experience. This experience must be used to develop students' understanding about the subject. However, sometimes senior teachers who are well-experienced and are having in-depth knowledge of the subject give up the teaching and assign their classes to junior faculty or senior students. This is perhaps the darkest aspect of the seniority and promotions. It is also noticed that the few senior teachers feel the teaching, particularly of undergraduate students as a below dignity task. In such a scenario, the students miss the experience and knowledge of the senior teachers which jeopardizes the teaching and training of the students. Ayurveda education system as a whole is having many problems such as lack of basic teachers training, missing teaching attitude, complacent attitude of on paper teachers and on paper students, poor infrastructure, carelessness of the management, no award or reward system in Ayurvedic institutions, poor reorientation program, no faculty development program, students always prepare for competitive examinations, poor assessment system, and absenteeism of the senior faculty from the teaching. For this purpose, faculty development programs are very essential to make the teaching and training more effective because “Teaching is an ethically and intellectually demanding profession. New teachers need rigorous preparation and opportunities for continuous professional development along with academic and professional support” (UGC – FIP - Framework).

Faculty development programs are considered helpful for the teachers in improving their teaching skills which enables them to become efficient teachers, and professional and helpful in administration in the education (Kwan et al., 2009). In present-day education, these are important and sustain the academic environment (Amin et al., 2009). Our teaching system is still running based on a traditional teacher-centered approach where the student is passive and only listens to the teacher. Teachers teach only on the basis of their own experience, perceptions, and notions and how they have been trained (Cate et al., 2014; Lim and Choy, 2014).

A systemic review and meta-analysis were done by Bilal et al. (Bilal et al. 2019, Saudi Journal of Biosciences) has concluded that “Faculty Development Programs have been shown to foster the teaching, assessing, research, leadership, and administrative skills of medical and allied health faculty. However, there is not a unified and standard faculty educational framework, but the programs can be structured and tailored to match the desired goals and educational needs. Such programs demand resources, budget, administrative efforts and support, space, and commitment.”

One major paradigm shift of teaching is from passive learning to the active learning. If we really want to teach the student then we should always involve him in the process of learning.

Engagement of students in the teaching and learning mechanism enhances their interests, attention, and focus and inspires them to develop critical thinking skills and pushes their experiences toward a positive direction. Teachers by adopting these techniques and skills increase the interests of the students and their engagement which ultimately leads to achieve the objectives of the program, course, or subject (University of Washington). UW is of opinion that “active learning requires students to participate in class, as opposed to sitting and listening quietly. Strategies include, but are not limited to, brief question-and-answer sessions, discussion integrated into the lecture, impromptu writing assignments, hands-on activities, and experiential learning events. As you think of integrating active learning strategies into your course, consider ways to set clear expectations, design effective evaluation strategies, and provide helpful feedback.”

Hence, Ayurveda institutions should arrange faculty development programs on regular basis and a system of analysis should be developed for continuous improvement on a feedback and outcome basis. At the same time, an approach of student-centered learning should be adopted.


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