Humanising medical education through faculty development: linking self-awareness and teaching skills
Humanising medical education through faculty development: linking self-awareness and teaching skills
复制标题
DOI：
10.1111/j.1365-2929.2004.02065.x
复制
发表时间：
2005-02-01
影响因子：
6
通讯作者：
Frankel, RM
中科院分区：
文献类型：
--
作者：
Pololi, LH;Frankel, RM
背景我们为医学院教师开展了一项纵向的教师发展计划，重点是通过整合传统的教育元素，重点是知识、技能和态度，以及社区建设、自我意识和关系形成的非传统过程元素，来提高以学习者为中心的教学技能。参与者在9个月中的每个月聚集在一起，参加为期一天的会议，还在每月一次的午餐时间聚在一起参加“助推器”会议。课程是根据被确定为与提高教学技能相关的内容领域组织的。除每个内容领域外，每期课程还采用了各种体验式和过程性学习方法，并对其进行了模拟。在每一次会议结束后，使用自我报告数据以及在计划结束时的配对访谈来评估计划的影响。定性的主题和内容分析表明，教职员工报告了新的精力和教学热情，以及技能掌握。教职员工还报告说，他们在自我意识和终身学习习惯方面有了显著改善。许多教职员工认为，该计划的一个独特好处是发展和培养个人关系，而不是工具关系。结论在同一教师发展计划中，成功地召集不同科室的临床教师是可行的，几乎不考虑竞争和冲突。成功的关键是将内容和流程层面整合到社区建设和集体参与的框架中。从参与者的角度来看，所有参与者通过自我报告而增加的技能和信心，不如在安全的环境中了解自己及其与他人的关系的机会那么重要。我们已经连续5年实施了这一计划。
BACKGROUND We conducted a longitudinal faculty development programme for medical school faculty, focused on enhancing learner-centred teaching skills, by integrating traditional elements of education, focusing on knowledge, skills and attitudes, with the non-traditional process elements of community building, self-awareness and relationship formation.METHODS This year-long programme enrolled faculty from a range of clinical departments at a single institution. The participants gathered for day-long sessions in each of 9 months and also met at lunchtime once a month for 'booster' meetings. Sessions were organised according to content areas identified as relevant to enhancing teaching skills. In addition to each content area, a variety of experiential and process learning methods were incorporated and modelled in each session. The impact of the programme was assessed using self-report data after each session, and together with paired interviews at the completion of the programme.EVALUATION Programme attendance was 97%. Qualitative thematic and content analysis showed that faculty reported renewed energy and enthusiasm for teaching, as well as skills mastery. Faculty also reported significant improvements in self-awareness and habits of lifelong learning. Many faculty members felt that a singular benefit of the programme was developing and nurturing personal as opposed to instrumental relationships.CONCLUSIONS It is feasible to successfully convene clinical faculty from different departments in the same faculty development programme with little or no concern for competition and conflict. The key to success is integrating content and process dimensions into a framework of community building and collective engagement. From the participants' perspective, skills and confidence, which by self-report increased for all participants, was less consequential than the opportunity to learn about themselves and their relationships to others in a safe environment. We have conducted this programme for 5 successive years.