Creating enduring change - Demonstrating the long-term impact of a faculty development program in palliative care
Creating enduring change - Demonstrating the long-term impact of a faculty development program in palliative care
复制标题
DOI：
10.1007/bf02743136
复制
发表时间：
2006-09-01
影响因子：
5.7
通讯作者：
Block, Susan D.
中科院分区：
文献类型：
--
作者：
Sullivan, Amy M.;Lakoma, Matthew D.;Block, Susan D.
背景技术背景：持续专业发展计划需要改进的教育和评估方法。目的：评估姑息治疗教育和实践中教师发展计划的长期影响。设计：2000年4月至2005年4月进行的纵向自我报告调查。参与者：来自北美和欧洲的医生和护士教育工作者。所有项目的毕业生都被邀请参加。干预。每年（2000年至2003年）提供为期两周的课程，包括2次现场会议和6个月的远程学习期。以学习者为中心的培训解决了教学方法，临床技能的发展，组织和专业development.MEASURES：自我管理的调查项目评估行为和态度姑息治疗教学，临床护理，组织和专业发展，在前，postprogram，和长期（6，12。结果：治疗前有效率为96%，随访时有效率为73%。参与者报告增加了：用于姑息治疗实践的时间（38%的计划前，47%的随访，P
BACKGROUND: Improved educational and evaluation methods are needed in continuing professional development programs.OBJECTIVE: To evaluate the long-term impact of a faculty development program in palliative care education and practice.DESIGN: Longitudinal self-report surveys administered from April 2000 to April 2005.PARTICIPANTS: Physician and nurse educators from North America and Europe. All program graduates in = 156) were invited to participate.INTERVENTION. Two-week program offered annually (2000 to 2003) with 2 on-site sessions and 6-month distance-learning period. Learner-centered training addressed teaching methods, clinical skill development, and organizational and professional development.MEASURES: Self-administered survey items assessing behaviors and attitudes related to palliative care teaching, clinical care, and organizational and professional development at pre-, postprogram, and long-term (6, 12. or 18 months) follow-up.RESULTS: Response rates: 96% in = 149) preprogram, 73% in = 114) follow-up. Participants reported increases in: time spent in palliative care practice (38% preprogram, 47% follow-up, P