Mangala Srinivas
This dataset supports the study "Preparing Medical Educators to Teach Disability-Inclusive Compassionate Care Through Theatre: An Implementation Study of an Asynchronous Faculty Development Programme." The study hypothesized that an asynchronous e-learning module incorporating script writing and structured peer review would improve medical educators' understanding of disability-inclusive compassionate care (DICC), enhance their confidence in developing educational scripts, and facilitate the use of theatre as a teaching strategy. The dataset includes anonymized participant responses from 26 FAIMER fellows who completed the two-week faculty development module. It comprises pre- and post-intervention survey responses assessing participants' understanding of DICC, confidence in script development, engagement with the module, perceived feasibility of the learning activities, and perceptions of the assignments. The dataset also contains peer-review scores for participant-developed scripts based on four predefined criteria: creativity, clarity, feasibility, and impact, along with six-month follow-up data on implementation of theatre-based teaching activities. The findings demonstrate significant improvements in participants' understanding of DICC concepts and confidence in script development following the intervention. Peer-review results indicate that most participants produced clear, creative, and feasible scripts, while follow-up data provide preliminary evidence of implementation in educational settings. The dataset has been de-identified to protect participant confidentiality. Variables are clearly labelled and coded, with Likert-scale responses ranging from 1 to 5. The data may be used to understand the evaluation of faculty development interventions, theatre-based learning, disability-inclusive medical education, and educational innovation. It may also support secondary analyses, replication studies, or future systematic reviews in health professions education.