• Annie Sheeba John, Nalini Y C, Anitha Nancy, Jasmine Jaideep Rayapudi, Punnose Kurian Kattil, Bhavani Krishnamurthy, Shivasakthy Manivasakan, Nilakantan Ananthakrishnan, and B V Adkoli.
• Department of Anaesthesiology, Mahatma Gandhi Medical College and Research Institute, Puducherry 607403, India.
• Natl Med J India. 2024 Jan 1; 37 (1): 353835-38.

AbstractCurrent medical education and clinical practice has led to a need for advanced faculty development for medical teachers to effectively play the role of educators, researchers and administrators. There is large variability in the teaching programmes across countries, which range from a one-time activity to regularly scheduled workshops and seminars, to a highly advanced course spanning a few months to a year. Several healthcare institutes around the world offer faculty training programmes in health professions education, where the curriculum varies in design as they are developed and implemented by their own institutional body or education unit. Following a discussion of arena blended connected (ABC) learning design during a faculty training programme (Postgraduate Diploma in Health Professions Education) and the subsequent move towards an online approach to education due to the pandemic in 2019, the advisory faculty and students started to envision designing the already existing Postgraduate Diploma in Health Professions Education curriculum along the ABC model favouring blended and outcome-based education. Criteria were set for each topic with clearly defined learning levels to be implemented and the frequency of implementation. We describe the design and development of a curriculum for faculty development of health professions education using the ABC model.

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