1 Public Health Education, Public Health Foundation of India, New Delhi, India

2 Community Medicine Department, J N Medical College, Datta Meghe Institute of Medical Sciences, Wardha, Maharashtra, India

3 Department of Microbiology, Indira Gandhi Government Medical College, Nagpur, Maharashtra, India


Introduction: India has the highest number of medical collegesin the world and subsequently the higher number of medicalteachers. There is a dire need of adopting a systematic approach tofaculty development to enhance quality education to meet healthchallenges for 21st Century. This manuscript provides a landscapeof faculty development programs in India, identifying gaps andopportunities for reforms in faculty development.Methods: Conventionally, FDPs are organized by medical collegesand universities through Basic Courses and Advanced Coursesfocusing on pedagogy. Medical Council of India is facilitatingFDPs through 18 selected regional centers to enable medicalteachers to avail modern education technology for teaching fromJuly 2009. Foundation for Advancement of International MedicalEducation and Research has three Regional Institutes in India.Results: Recommendations include the need for formulating anational strategy for faculty development to not only enhancethe quantity of medical teachers but also the quality of medicaleducation; providing support for Departments of MedicalEducation/Regional Centers in terms of finance and staffing andincorporation of teaching skills in postgraduate training.Conclusion: Distance learning courses focusing on educationalleadership and pedagogy for medical teachers can be an optionto reach a wider audience. FDPs can be an asset in recruiting andretaining teachers as they offer valued professional developmentopportunities.Keywords: Faculty; Development; Pedagogy; Medical education