Self-evaluation of Phase-I Faculty Members of a Government Medical College of Bangladesh

Introduction: Self-evaluation is vital for faculty development in medical education to ensure continuous improvement in teaching and learning. The study aimed to assess self-evaluation of Phase-I faculty members in a government medical college in Bangladesh. 
Methods: A cross-sectional study was conducted from January to December 2023 among 28 faculty members from Anatomy (42.9%), Physiology (39.3%), and Biochemistry (17.9%). Data were collected using a CME-developed self-administered questionnaire and analyzed with SPSS. 
Results: At joining, 60.7% reported being fully aware of the curriculum and assessment methods. Regarding teaching ability, 42.9% were fully satisfied, 50% nearly satisfied, and 7.1% partially satisfied. Development needs were identified in teaching methods (32.1%), assessment (21.4%), instructional materials (17.9%), IT (32.1%), research skills (25%), and spoken English (7.1%). More than half (53.6%) received training in teaching or research, while 10.7% engaged in academic coordination. The mean annual teaching load was 205.2±116.3 hours. The educational environment was perceived as completely supportive by 35.7% and almost supportive by 53.6%. All participants used MS Word and PowerPoint; 92.9% were proficient in internet use, 64.5% in Excel, and 7.1% in SPSS. Research participation was reported by 60.7%, with 57.1% having publications. Reported barriers to research included inadequate funding, laboratory facilities, and workload. 
Conclusion: Faculty members were largely aware of the curriculum and satisfied with teaching, but gaps in pedagogy, assessment, IT, and research remain. Although the educational environment was supportive, limited resources and workload hinder research productivity. Targeted faculty development and institutional support are essential.