Faculty development in teaching skills: An intensive longitudinal model
Faculty development in teaching skills: An intensive longitudinal model
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DOI：
10.1097/00001888-200405000-00019
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发表时间：
2004-05-01
影响因子：
7.4
通讯作者：
Kern, DE
中科院分区：
文献类型：
--
作者：
Cole, KA;Barker, LR;Kern, DE
虽然反思有助于临床医生教育者的个人成长，是有效的教学很重要，很少有教学技能计划报告其使用。约翰霍普金斯教师发展计划的教学技能，首次实施于1987年作为一个理论上接地，纵向模式的教师发展的临床医生，教育工作者，包括一组旨在促进反思性学习的条件。本文介绍了该计划和报告的评价结果为98名参与者和112名非参与者之间的1988年和1996年的比较组。参与者在9个月的时间里每周与协调员会面3.5小时，每组4到6人。在七个内容领域使用的教育方法强调关系和协作，包括信息提供，反思的体验式学习和个人意识课程。前后评估设计与对照组测量的变化，自我评估的教学和专业技能，教学的乐趣，学习效果。一个后只评估设计评估整体方案的质量，教育方法，促进，学习环境，并参与感知的影响。在所有14个结果中，项目参与者的改变前和改变后得分都显著高于非参与者（p <0.05）。多元回归模型表明，除了管理技能外，项目参与与所有结果的前后改善相关，控制了所有参与者和非参与者的基线特征（p <0.05）。所有衡量的方案特点都得到了参与者的高度评价。与反思的经验方法被评为显着高于信息提供和个人意识会议（p < .001）。评估结果表明，这种替代方法对教师的发展对临床医生，教育工作者的看法，他们对学习者和同事的态度和行为的积极影响。
Although reflection contributes to the personal growth of clinician-educators and is important for effective teaching, few teaching skills programs report its use. The Johns Hopkins Faculty Development Program in Teaching Skills, first implemented in 1987 as a theoretically grounded, longitudinal model for faculty development of clinician-educators, comprises a set of conditions intended to promote reflective learning. This paper describes the program and reports evaluation results for 98 participants and a comparison group of 112 nonparticipants between 1988 and 1996. Participants met with facilitators weekly for nine months for 3.5 hours, in stable groups of four to six individuals. Educational methods used across seven content areas emphasized relationships and collaboration, and included information provision, experiential learning with reflection, and personal awareness sessions. A pre-post evaluation design with comparison group measured changes in self-assessed teaching and professional skills, teaching enjoyment, and learning effectiveness. A post-only evaluation design appraised overall program quality, educational methods, facilitation, learning environment, and perceived impact of participation. Program participants had significantly greater pre-post-change scores than nonparticipants for all 14 outcomes (p < .05). Multiple regression modeling indicated that program participation was associated with pre-post improvement in all outcomes except administration skills, controlling for all participant and nonparticipant baseline characteristics (p < .05). All measured programmatic characteristics were highly rated by participants. Experiential methods with reflection were rated significantly higher than information-provision and personal awareness sessions (p < .001). Evaluation results demonstrate a positive impact of this alternative approach to faculty development on clinician-educator perceptions of their attitudes and behaviors towards learners and colleagues.