118 Chapter 6 ABSTRACT Purpose Although Faculty Development Initiatives (FDIs) typically enhance teachers’ proficiency in active learning strategies, the transfer of knowledge and skills from FDIs to actual teaching practice often poses challenges. We designed, implemented, and evaluated an FDI aimed at stimulating transfer. Materials and methods We conducted a Design-Based Research study with 34 new medical teachers in a small-group active learning course. The FDI we designed employed Self-Directed Learning and integrated on-the-job and off-the-job learning. To evaluate how the FDI stimulated transfer, we used surveys, observations, and interviews, conducted in two separate iterations. We applied a combination of inductive and deductive analysis methods. Results The FDI stimulated transfer in three ways, according to the participants: 1) Autonomy in creating personal learning objectives and learning process increased motivation to transfer, 2) Peer, supervisor and student support encouraged adoption of new teaching strategies, 3) Integrating on-the-job experiences and off-the-job meetings promoted a continuous learning cycle of experiencing, reflecting, understanding, and applying. Conclusion Integrating Self-Directed Learning with on-the-job and off-the-job learning within the FDI can stimulate the transfer of knowledge and skills to participants’ teaching practice. This strategy may be particularly suitable for facilitating small-group active learning, a challenging competency that requires comprehensive assistance from FDIs for successful implementation.
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