120 Chapter 6 for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (21). SDL encourages FDI participants to reflect on what they want to learn and how to achieve that. This process prompts participants to devise a plan that aligns with their job context and to proactively identify solutions to barriers (22). Thus, by guiding FDI participants to become self-directed learners, transfer can be stimulated (17,18). Off-the-job learning is when FDIs take place away from the workplace and includes structured training, workshops, and other educational courses not directly tied to employee’s daily work tasks. On-the-job learning refers to the learning that occurs when employees engage in their work and includes peer and supervisory support, coaching, organizational learning climates, and other work-related factors (17,18). While off-the-job learning can help to minimize distractions, be facilitated by expert faculty developers, and take place in controlled locations, on-the-job learning allows FDI participants to acquire experience in the real world (23). Combining these approaches allows for a more comprehensive learning in which the acquisition and application of knowledge and skills are integrated, thus contributing to transfer. Aim, objective, and research question The aim of this study was to enhance medical teachers’ competencies in facilitating smallgroup active learning methods, so that student development may be improved. Our objective was to design and evaluate an FDI that specifically focused on stimulating transfer, enabling teachers to apply the lessons learned in their own teaching practices. Our main research question for this study was: How does a Faculty Development Initiative that combines self-directed learning with off-the-job and on-the-job learning stimulate the transfer of medical teachers’ competencies in facilitating small-group active learning to their teaching practice? METHODS Research design and procedure Design-based research Design-Based Research (DBR) aligned well with our aim. DBR aims to systematically design and implement educational interventions, while simultaneously advance theoretical understanding (24–28). DBR studies can be characterized by: 1) the use of an iterative process of design, evaluation, and redesign; 2) being conducted in authentic real-life learning settings; 3) its dual aim of solving educational challenges and advancing theory; 4) mixedmethod evaluation practices; 5) a collaborative approach of designers, researchers, and practitioners with different expertise (26,29,30).
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