Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.

Evidence-based instructional practices (EBIPs) have been shown to benefit students in undergraduate biology, but little is known about the degree to which community college (CC) biology instructors use EBIPs or the barriers they encounter. We surveyed CC biology instructors to characterize how they use EBIPs, their capacity to use EBIPs, and perceived barriers to their use, and to explore which factors are associated with EBIP use. CC biology instructors report using EBIPs to a similar degree as other populations of undergraduate biology faculty; they generally believe EBIPs to be effective and are motivated to use EBIPs. Consistent with the theory of planned behavior, instructor belief in EBIP effectiveness, collegial support, and perceived knowledge of and skill in using EBIPs positively influence their use. The main barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance. Our findings point to a number of approaches that may promote the use of EBIPs by CC biology instructors, including professional development to increase instructor knowledge and skill, addressing tensions between content volume and the use of EBIPs, and providing resources to make implementing EBIPs time efficient.

Development of Chinese college students' perception teacher differential behavior scale and its reliability and validity test.

OBJECTIVE: To compile a scale of Chinese college students' perception of teachers' differential behavior and to provide a reference for college students to establish correct life values, promote college students' physical and mental health, and reduce teachers' differential treatment. METHODS: Open-ended questionnaires and expert interviews were used to conduct interviews and correspondence with 58 college students, ten psychologists, and six psychologists to form an initial questionnaire. Then, the scale's exploratory factor analysis, confirmatory factor analysis, and reliability and validity test were conducted on 7053 college students from 18 universities in 6 provinces (municipalities directly under the Central Government). RESULTS: The Chinese college students' perception of teachers' differential behavior scale has two dimensions: teacher prejudice and preference. Each dimension includes three aspects: emotional feedback, behavior orientation, and opportunity privilege, and each aspect have a total of 4 items. The consistency test coefficients of each dimension and each factor of the prepared scale are all above 0.7, and the split-half reliability is above 0.6. Confirmatory factor analysis shows that the six-factor structural model fits well (χ2/df = 4.287, RMSEA = 0.066, CFI = 0.950, TLI = 0.919). Using the generalized anxiety disorder scale and the patient health questionaire-9items as empirical criteria, each factor in the scale demonstrated significant correlations with both the GAD scale and the patient health questionaire-9items. CONCLUSIONS: The Chinese college students' perception of teachers' differential behavior scale has a two-dimensional six-factor structure and has good reliability and validity. It can be used as an effective tool to measure Chinese college students' perceived teacher differential behavior.

Prevalence, incidence and associated factors of musculoskeletal disorders before and during the Covid-19 pandemic in faculty members: a comparative cross-sectional study.

BACKGROUND: The COVID-19 pandemic has led to the broad acceptance of distance education (DE), with university professors and students conducting the teaching-learning process remotely from their homes. The propose of this study to investigate the prevalence of musculoskeletal disorders (MSDs) before and during the COVID-19 pandemic and identify risk factors associated with DE that may contribute to an increased incidence of these disorders among university professors. METHODS: This cross-sectional analytical study took a comparative approach and involved 310 university professors in Iran. Data were gathered using an online questionnaire. Initially, demographic and occupational information of the professors, hours of physical activity, and hours spent using electronic devices were recorded. Participants were then asked to report MSDs in various body areas throughout the previous year and the previous seven days. Finally, MSDs risk factors such as workstation ergonomics during computer, laptop, smartphone, and tablet use, as well as working postures during online teaching or offline content development during the COVID-19 pandemic, were examined. RESULTS: The majority of the participants were male (66.13%), with a PhD (46.77%) and a faculty member position (74.2%). On average, the use of computers and laptops increased by 2.67 h and 2.72 h, respectively, during the pandemic compared to before the pandemic. This increase was statistically significant (P < 0.001). MSDs incidence increased significantly before and during the COVID pandemic was observed in the areas of the neck, shoulders, lower and upper back, arms, forearms, wrists and fingers (P < 0.05). The highest cumulative incidence (Cin) of MSDs was related to the neck (Cin = 24.20%), upper back (Cin = 21.29%), low back (Cin = 18.06%) and fingers (Cin = 16.13%). The prevalence of MSDs during the COVID pandemic was significantly associated with employment status (P = 0.042), work experience (P = 0.016), age (P = 0.027), increase in the use of computers/ laptops (P < 0.001), decrease of the smartphone/tablet distance from the body (P = 0.047), workstation (smartphone-tablet, computer, laptop) (P < 0.05), head position (smartphone-tablet) (P = 0.029), display height (computer/laptop) (P = 0.045) and physical activity (P = 0.006). CONCLUSIONS: It appears that the increased duration of smartphone, computer, and laptop use, combined with decreased physical activity and detrimental changes in ergonomic conditions of workstations during the quarantine period caused by the COVID-19 pandemic, has resulted in a shift from dynamic to static tasks and an increase in the prevalence and incidence of MSDs among university professors.

Transforming Ethics Education Through a Faculty Learning Community: "I'm Coming Around to Seeing Ethics as Being Maybe as Important as Calculus".

Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students' ethical formation involves enhancing faculty members' ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members' approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members' awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner.

Integrating Faculty Scholarly Productivity Indicators with Professional Network Development Strategies: New Inferences Generated from Mixing Methods.

INTRODUCTION: Professional network connections among health professions faculty are essential for engagement, innovation, and productivity. The research question was, "How do strategies for developing a professional network of early career health professions faculty contribute to our understanding of effective guidance for scholarly productivity?" METHODS: The method was an explanatory sequential mixed method. Study participants were 50 full-time equivalent physical therapist faculty in their first 5 years at accredited institutions in the U.S. The quantitative strand included social network analysis and a Scholar Score (SS). The Scholar Score was calculated using variables from curriculum vitae (grants, publications, presentations) on a 1-25 quality scale. In-depth interviews were conducted. A grounded theory approach was implemented to explore the process of professional network development. Integrated results were used to examine differences in network development strategies. RESULTS: Fifty participants completed the quantitative strand. Twenty were selected for an interview based on high/low SS and network effectiveness. Network interconnectedness for the high performers was 36% (SD 10.3) compared to 45% (18.2) for low performers. High Scholar Scores were linked to broader networks. In four categories, network development strategies differed between high- and low-performers: prior connections, new acquaintances at their current institution, unplanned encounters, and self-initiated approaches. CONCLUSION: Scholar productivity is influenced by network development strategies. Study findings help inform mentors and early career faculty regarding the enhancement of scholarly productivity.

Perceptions of Empathy in the Classroom Among Educators in Higher Education and Healthcare Disciplines: A Qualitative Study.

Empathy is an important human response and contributes to effective interpersonal relationships. Empathy found in the classroom, specifically demonstrated by faculty in higher education, may impact student performance and outcomes. This qualitative study investigated how instructors (defined in this study as any faculty rank) in healthcare disciplines and higher education define and demonstrate empathy in the classroom. In addition, this study explored instructors' self-perceived empathy and factors that impact their empathy development. A purposive sample of instructors across four universities in undergraduate and graduate academic programs and from various healthcare professions, including nutrition and dietetics, nursing, physical therapy, and physician assistant programs, were invited to participate. Twenty-nine semi-structured virtual interviews were conducted, each lasting about 1 hour. Thematic analysis was completed using the interview data and NVivo v20 software. Three major themes were identified: 1) empathy is multidimensional, 2) empathy can be demonstrated in multiple ways, and 3) self-perceived levels of empathy evolve and are influenced by personal experiences. Subthemes were identified regarding how empathy was defined and demonstrated. Future research should include the development of a self-administered tool to measure self-perceived empathy in higher education and investigate empathy and student outcomes.

Artificial intelligence (AI) -integrated educational applications and college students' creativity and academic emotions: students and teachers' perceptions and attitudes.

BACKGROUND: Integrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI applications have the potential to enhance structured learning, they may also significantly impact students' creativity and academic emotions. OBJECTIVES: This study aims to explore the effects of AI-integrated educational applications on college students' creativity and academic emotions from the perspectives of both students and teachers. It also assessed undergraduate students' and faculty's attitudes to AI-integrated applications. METHODOLOGY: A mixed-method research design was used. In the first phase, a qualitative research approach was employed, utilizing theoretical sampling to select informants. Data were collected through in-depth interviews with undergraduate students and university lecturers to gain comprehensive insights into their experiences and perceptions. A scale was developed, validated, and administered to 120 students and faculty in the quantitative phase. Descriptive statistics was used to analyze the data. FINDINGS: The study revealed that AI applications often impose rigid frameworks that constrain creative thinking and innovation, leading to emotional disengagement due to AI interactions' repetitive and impersonal nature. Additionally, constant AI assessments heightened performance anxiety, and technical frustrations disrupted the learning process. Conversely, AI applications stimulated creativity by introducing new ideas and problem-solving techniques, enhanced engagement through interactive elements, provided personalized feedback, and supported emotional well-being with gamified elements and constant availability. Quantitative data also verified that teachers and students have positive attitudes toward the benefits and challenges of these applications. CONCLUSIONS: AI integration in educational applications has a dual-edged impact on college students' creativity and academic emotions. While there are notable benefits in stimulating creativity and enhancing engagement, significant challenges such as creativity constraints, emotional disengagement, and performance anxiety must be addressed. Balancing these factors requires thoughtful implementation and continuous evaluation to optimize the role of AI in education.

Utilizing mentorship education to promote a culturally responsive research training environment in the biomedical sciences.

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions.

Professional health of instructor-officers with different service experience.

OBJECTIVE: Aim: To investigate the levels and indicators of professional deformation in instructor-officers with different service experience as a negative factor in their professional health. PATIENTS AND METHODS: Materials and Methods: The research, which was conducted in 2022-2023, involved 136 instructor-officers of the National Academy of Internal Affairs aged 25-55 years with different service experience (up to 5 years - 21 people, 5-10 years - 45 people, 10-15 years - 42 people, over 15 years - 28 people). RESULTS: Results: The dynamics of the levels of professional deformation in instructor-officers of higher educational institutions depending on the experience of their service activities have been determined, and the peculiarities of the manifestation of key professional and psychological indicators that affect their professional health in the course of their service activities have been revealed. CONCLUSION: Conclusions: Professional deformation can be manifested at the initial, middle, and deep levels. The experience of service activities makes adjustments to the formation of professional deformation in instructor-officers because deformational changes in personality occur under the constant influence of the conditions of the profession. With the increase in experience, they become more adapted to stressful phenomena and tense situations of service activities, but the degree of desire to change the type of activity increases. The decrease in proactive attitude and selectivity of contacts during the performance of professional tasks is often accompanied by exhaustion, which indicates a progressive tendency to the development of deformational changes in instructor-officers.

Faculty Online Teaching Effectiveness Scale (FOTES): Instrument development and content validation.

This study aimed to develop and psychometrically test the Faculty Online Teaching Effectiveness Scale (FOTES) based upon both student and faculty perspectives of online teaching and learning in higher education. Online teaching effectiveness is a crucial component of quality education, but it has not been well-defined conceptually, and few studies have been conducted, using relevant domains, to accurately measure online teaching effectiveness. The impact of online course delivery on teaching effectiveness remains unclear. An exploratory sequential mixed methods design was employed with three phases of instrument development and psychometric testing. The FOTES comprises 50 items in seven domains: teaching philosophy, self-efficacy, relationships, course content, learning activities, teaching practices, and satisfaction. The instrument underwent initial testing, yielding positive expert appraisals with good-excellent psychometrics. All domains of the scale were significantly correlated, except for teaching philosophy. The preliminary results of the FOTES provide the empirical evidence to advance additional psychometric validation. This newly developed instrument has the potential to enhance faculty capacity and skill in self-evaluating their teaching effectiveness in online courses, providing a valid and reliable measure. The resulting instrument is poised to promote outcome evaluation and strengthen teaching and learning processes.

Translation and interpreting teachers' perceptions of dilemma and needs in their professional development.

Since Chinese universities launched the postgraduate program of the Master of Translation and Interpreting (MTI) in 2007, approximately 300 high education institutions in China have been authorized to offer the MTI program. Behind the drastic springing-up of MTI programs during the decade, MTI teachers' professional development draws the attention of MTI administrators and researchers. This study adopted a mixed-method of a large-scale survey among 514 MTI teachers across China and a qualitative interview study of seven participants and discussed MTI teachers' perceptions of dilemmas and inner-world needs in their professional development. The findings indicate that MTI teachers' dilemmas arise from the contradiction and entanglement in three mutually repulsive sectors of their professional development, i.e., teaching, research, and translation/interpreting practice, which hinder their professional development. And on the basis of the analysis, the present study proposes a synchronized "three-in-one" mechanism model with encouraging policies and environments as lubricant for the sustainable development of MTI teachers in the future, and it is hoped that this empirical research would provide some practice implications for the professional development of translation and interpreting teachers in China and beyond.

[The health preservation of students and lecturers in strategic plans of development of modern university].

The article presents analysis of results of study of health status of students of National Universities and managerial competencies of heads of health authorities in subjects of the Russian Federation. This combination was chosen not by chance but intentionally to align with Vernadsky University's primary mission of training managerial personnel and modern rural leaders. It was essential to monitor relationship between student health and programs designed to maintain it during education, as well as perspectives of graduates already practicing as professionals. The conclusion was made that there is necessity to establish independent policy within programs and development strategies of universities conditionally named as "health-preserving policy." The measures targeting to preserve and enhance student health during education process are formal and secondary, often neglecting mental health issues. Besides, these measures are not extended to other subjects of educational process, such as lecturers and administration management personnel. This oversight corresponds to tangible menace to sustainable development of higher school in contemporary conditions.

The impact of work pressure on decision-making effectiveness among department heads in faculties of educational sciences.

This study explores the dynamics of work pressure and decision-making effectiveness among university department heads within the context of Middle Eastern higher education. It aims to address a significant gap in the literature by answering five key questions: (1) What level of work pressure do department heads face as perceived by faculty members? (2) Does work pressure vary based on gender or years of experience? (3) How effective are department heads in decision-making? (4) Are there differences in decision-making effectiveness related to gender, university affiliation, or experience? (5) Is there a correlation between work pressure and decision-making effectiveness? A quantitative correlational research design was employed, gathering data from a questionnaire distributed to 205 faculty members. Correlational descriptive analysis revealed that department heads are subjected to high levels of work pressure but maintain a high level of decision-making effectiveness. However, significant differences in decision-making effectiveness were noted, with female faculty members performing better regardless of university affiliation or experience. A pronounced correlation was found between the intensity of work pressure and decision-making efficacy. The study underscores that department heads are under considerable work pressure, which could affect their productivity and, crucially, their decision-making processes. Universities are encouraged to take proactive steps to mitigate these pressures and promote a supportive, low-stress environment. Future research could extend this work by employing qualitative methods, including interviews and observations.

Health sciences faculty publication patterns and related information-seeking behavior.

Objectives: This study aims to explore how health science faculty publication patterns at a large public research university have changed over time and examine how productivity relates to their information-seeking behavior and perception of the academic library. Methods: Two datasets were utilized: one consisted of publication records of health sciences faculty spanning a 15-year period, while the other was from a faculty survey exploring faculty's perception of and satisfaction with library resources and services related to their research. Results: Health sciences faculty publication patterns have changed over time, characterized by greater productivity, collaboration, and use of literature in their publications. Faculty's literature use correlates with productivity, as evidenced by both datasets. The survey revealed that faculty with more publications tend to rely more on online journals and Interlibrary Loan (ILL). Similarly, the publication data indicated that less productive faculty tended to use fewer references in their publications. Discussion: The publication data and survey results offer valuable insights into the health sciences faculty's information-seeking behavior and productivity. Online access to information has been effective in facilitating use of information, as indicated by the greater incorporation of references in publications. Conclusion: The study highlights the changing publication patterns and productivity of health sciences faculty, as well as the role academic libraries play in supporting their research and publishing activities. Although multiple variables influence faculty access to and use of information, faculty attitudes towards the library and use of the library are related to faculty research and productivity.

Modeling college EFL teachers' intentions to conduct academic research: Integrating theory of planned behavior with self-determination theory.

This study constructed a robust theoretical model aimed at elucidating the determinants that shape college EFL teachers' research intentions by integrating the tenets of Self-Determination Theory (SDT) with Theory of Planned Behavior (TPB). This model was empirically validated using data from 271 EFL teachers from eight colleges in China, selected through stratified sampling and collected via paper questionnaires, then analyzed using structural equation modeling. The findings underscore the instrumental roles of both autonomous and controlled motivations in driving research-related behaviors, thereby reinforcing the foundational concepts of SDT. Additionally, this study provides intricate insights into the mechanisms wherein motivation steers immediate determinants of research intention, encompassing attitudes, subjective norms, and perceived behavioral control. This melding of SDT and TPB offers an all-encompassing perspective on the multifaceted nexus between motivation and research intentions. Consequently, this refined model not only marks a pivotal stride in advancing teacher education theory but also establishes a guiding framework for forthcoming research and interventions, accentuating the imperative of fostering research intentions among college EFL educators.

The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs.

A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.

Inclusive Excellence: A Roadmap to Cultivating Belonging for Faculty of Color in Physical Therapy Education.

ABSTRACT: Cultivating a sense of belonging among faculty of color decreases feelings of isolation and marginalization, translating to increased job satisfaction and retention. This roadmap for cultivating a sense of belonging for faculty of color highlights the following critical strategies: (1) adopting inclusive leadership practices, (2) understanding professional and personal identities, (3) mitigating cultural taxation, (4) minimizing microaggressions and racism, (5) providing mentorship, and (6) prioritizing acculturation over assimilation. By following this roadmap, physical therapy programs can work toward cultivating a greater sense of belonging for faculty of color, enabling them to thrive in their roles and feel valued and respected as integral members of the academic community.

Factors Influencing Intent to Stay for Faculty in Physical Therapist Education Programs: A Mixed-Methods Analysis.

INTRODUCTION: In May 2022, the American Council of Academic Physical Therapy announced a "nationwide shortage of faculty" in entry-level Doctor of Physical Therapy (DPT) programs across the country. As the number of physical therapist education programs continue to grow, concerns with faculty shortages increase. REVIEW OF LITERATURE: Research on reasons faculty stay in entry-level DPT programs is limited. With a nation-wide shortage of faculty and the continued growth of DPT programs across the country, more investigation into faculty retention is warranted. SUBJECTS: Two hundred forty-four participants responded to the quantitative survey. Ten program directors (PD) and 10 faculty members (FM) completed a qualitative interview through Zoom. METHODS: This mixed-methods design included a quantitative survey across 264 accredited DPT programs followed by 20 qualitative online interviews. Multiple regression was completed for the data analysis, and a phenomenological approach was used to explore perceptions of job satisfaction and organizational commitment on intent to stay. RESULTS: Two hundred thirty-six subjects (mean age = 50.04 ± 9.54 years; males = 63, females = 173; PD = 55, FM = 180) were included in the analysis. The multiple regression model significantly predicted intent to stay for all participants, F(9,211) = 12.43, P < .001; adj R2 = .32. Commitment to the organization was the greatest predictor of intent to stay, ß = 0.61, t(0.622) = 5.05, P < .01. Three themes with 6 subthemes emerged from the qualitative analysis, the impact of leadership, making a commitment, and the Covid crisis. CONCLUSION AND DISCUSSION: Encouraging leadership to focus on structural factors such as striving to establish FMs as part of the departmental team, allowing autonomy and flexibility in the teaching role, building transparency and openness with communication, and focusing on realistic and equitable workloads could potentially increase intent to stay for faculty in entry-level DPT programs.

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.

Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.

The effectiveness of faculty development programs for training university professors in the health area: a systematic review and meta-analysis.

BACKGROUND: The growing discussion on teacher development focuses on diversified educational skills that promote knowledge and innovation in the teaching, learning and assessment process. With the Covid-19 scenario, this picture of necessary changes has become more evident, demonstrating the need for professional preparation to work in teacher development. The aim of the study was to analyze the effectiveness of teacher development programs for the training of university teachers in the health area, through a systematic review and meta-analysis. METHODS: The systematic review and meta-analysis were carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and involved searching five databases - PubMed-Medline, Education Resource Information Center (ERIC), SCOPUS, Embase and Web of Science. The review included randomized clinical trials and cohort studies that addressed the effectiveness of teaching professionalization in the health area for university professors. The quality of the selected studies was assessed based on the evaluation criteria of the Joanna Briggs Institute tool. The random effects meta-analysis method was used to explain the distribution of effects between the studies, using Stata® software (version 11.0) and publication bias was examined by visual inspection of the graphs and Egger's test. RESULTS: We included 12 studies in the systematic review and 8 in the meta-analysis. These studies were published between 1984 and 2022 in 14 countries. Significant changes were reported in teachers' behavior to stimulate and encourage students, improvement in the quality of teaching and teaching staff, as well as improvement in skills such as leadership and self-evaluation. Furthermore, the result of the meta-analysis showed that there is evidence of the effectiveness of the positive effects of teacher development programs after their implementation, with this effect being 1.70% and an increase of 4.75 in the effect of these teacher development programs. CONCLUSION: Our study shows that development programs have been implemented in different countries and contexts, all of which have proven to be effective in the short, medium and long term. We recommend that future research focus specifically on the different competencies that have been acquired following the implementation of these programs.