Previously published as: Training Strategies for Tomorrow
Online from: 2003
Subject Area: Learning and Development
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|Title:||How to gain consensus from a group of non-experts – an educationist perspective on using the Delphi technique|
|Author(s):||Farhan Vakani, (Aga Khan University, Sind, Pakistan), Mughis Sheerani, (Aga Khan University, Sind, Pakistan)|
|Citation:||Farhan Vakani, Mughis Sheerani, (2012) "How to gain consensus from a group of non-experts – an educationist perspective on using the Delphi technique", Development and Learning in Organizations, Vol. 26 Iss: 4, pp.20 - 22|
|Keywords:||Consensus, Delphi, Delphi method, Knowledge management, Medical educationist, Medical schools|
|DOI:||10.1108/14777281211249923 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The objective of this paper is to build an understanding of how to bring about change, improve relationships, facilitate knowledge creation and sharing, and support coherence and sense-making among clinical faculty with little or no background in medical education.
Design/methodology/approach – In this process the conventional Delphi approach was used, as it was believed that it would help in gaining the most reliable agreement of opinions of a diverse group of faculty members in the shortest time.
Findings – The paper finds that the instructional and assessment tools and approaches that were being used were mostly traditional. The challenge was to get them to a consensus as most of the faculty/teachers were unsure about replacing the traditional approaches which were “time tested” to newer “evidence-based” methodology. This paper demonstrates that four features – namely, anonymity, iteration, controlled feedback and cumulative statistical group response – are the key contributory factors to moving the “unsure group” to an agreement.
Research limitations/implications – Conventional silent technique shows promise in getting the “non-educationists” on the same page without much friction, but has limitations as it was limited to a specific group and a single university setting.
Practical implications – This process created connections between the faculty members that carry a long-lasting effect and not just the resolution of the problem of the day.
Originality/value – This paper establishes that this exercise will bring about a positive change in the attitude and practices of the faculty /teachers and can help them to implement “evidence based” methodology for teaching and learning.
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