Experience of junior educators in an advanced eye care centre following a faculty development training program

• Published in: F1000 research Vol. 14; p. 742
• Main Authors: Priyanka Poosa, Jhansi, Snigdha, Snigdha, Pathengay, Avinash, Mocherla, Shobha, Thinley, Chodup, Prakasam, Dr Ruby Kala, Yelagondula, Vijay Kumar
• Format: Journal Article
• Language: English
• Published: 2025
• ISSN: 2046-1402; 2046-1402
• DOI: 10.12688/f1000research.163297.1

Abstract* Background This study aimed to explore the experiences of novice clinical educators, known as junior faculty or student teacher or junior doctor in medical education, who completed a four-month faculty development program, focusing on their support needs and academic strategies to overcome challenges through training and development. Despite the importance of such training in nurturing and honing educator skills, research on this subject is limited to skill-based theory and praxis of optometry and vision sciences as a technical specialty for spectacles refraction, detection of cataract, glaucoma, infection. A general preliminary search reveals that research and training programs are missing in wide and deep learning in comprehensive syllabic eye care, in value-based communication skills and psychosocial skills for human-human interaction, transparent career paths, profession-centric elements of compassionate care, and human resources management that engender collaboration and team spirit. Methods A questionnaire and one-on-one interviews were conducted with 20 junior educators, 16 of whom participated. All had completed the ‘Consuming Knowledge Consciously’ (CKC) program and had over one year of experience in teaching optometry trainees and vision technicians. Analysis of the interview transcripts identified themes related to teaching motivators, challenges, and personal aptitude for education. Results The analysis revealed that while the educators initially lacked confidence, they developed key competencies over time through the curated CKC program and mentoring by senior faculty. Educators have utilized various methods, such as role-play, inquiry-based learning, and the ‘Know, Want-to-know, and Learned’ or KWL method of purposeful reading, to increase trainee engagement and collaboration. Challenges included teaching complex topics, addressing difficult questions, and managing time, with senior mentors providing vital support. The CKC program welcomes reflective learning, critical thinking, and personal growth in communication. However, educators face logistic challenges such as limited availability and scheduled shared access to the necessary teaching space furnished with educational technology infrastructure, appropriate time allocation in a workday and audiovisual and reading library resources. Conclusions The CKC program helped educators transition toward interactive, trainee-centered teaching, improving their confidence and effectiveness. Despite challenges such as resource limitations, the program supported the creation of dynamic, collaborative learning environments essential to clinical practice.