India has the highest number of medical colleges in the world, and consequently the highest number of medical teachers. The unprecedented growth of medical education in India in the past two decades has led to a shortage of teachers and created a quality challenge in medical education.
With the phenomenal changes in educational and information technology, the role of a teacher has undergone dramatic changes. He/she is expected to possess skills and abilities to plan the curriculum, make rational use of the media technology, and design an assessment strategy. The regulatory authorities in India want to implement Competency Based Medical Education (CBME), which focuses on the competencies the Indian Medical Graduate (IMG ) gains at the end of his undergraduate training, rather than the process of training him. The success of these educational reforms ultimately lies with individual medical educators and their capacity, individually and collectively, to implement “new ways of doing things” during their day-to-day, hour-by-hour, moment-by-moment interactions with students.
Provision of faculty development related to teaching and assessment strategies would be an essential ingredient in the efforts to introduce new curricular approaches and modify the educational environment in academic medicine. Experts have proposed that faculty development results in improved teaching performance and better outcomes for students.