The Personal and Professional Impact of a Fellowship in Medical Education
The Personal and Professional Impact of a Fellowship in Medical Education
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DOI：
10.1097/acm.0b013e3181ad1635
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发表时间：
2009-08-01
影响因子：
7.4
通讯作者：
Hatem, Charles J.
中科院分区：
文献类型：
--
作者：
Lown, Beth A.;Newman, Lori R.;Hatem, Charles J.
背景教师的发展是至关重要的，以促进卓越的医学教育和理想的学习成果。然而，鲜为人知的是，教师发展计划对参与者，学习者和机构的个人和专业的影响。我们探讨了医学教育奖学金毕业生对他们的技能，自我认知，参与学习社区和反思实践的观点。我们还探讨了实施的学术医学教育project.MethodThe研究的结果是一个定性分析的半结构化访谈与40名教师从多个学科谁，在1999年和2005年之间，已经完成了为期一年的奖学金在医学education.ResultsThrough定性分析，我们确定了11个主题。研究参与者描述了postfellowship的变化，知识，自我认知，行为和制度的变化，导致教育项目。在原则和技能的基础上，研究员作为教育工作者的信心和身份因他们的自我效能感、他人对其信誉的看法以及同行和导师社区的支持而得到加强。这种变化影响了毕业生的职业生涯轨迹。ConclusionsCommon themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills，protected time，a supportive learning environment，relationships with peers and mentor，validation of education expertise by others，community building and networking，强调自我反思和意识是医学教育教师奖学金的基本要素。这一分析表明，这些因素促进了奖学金毕业生的身份，信心和自我效能感的演变。这种个人发展促进了医学教育者的专业发展。
BackgroundFaculty development is essential to fostering excellence in medical education and desired learning outcomes. Little is known, however, about the personal and professional impact of faculty development programs on participants, learners, and institutions. We explored the perspectives of medical education fellowship graduates on their skills, self-perceptions, participation in learning communities, and reflective practice. We also explored the results of the implementation of a scholarly medical education project.MethodThe study was a qualitative analysis of semistructured interviews with 40 faculty from multiple disciplines who, between 1999 and 2005, had completed a yearlong fellowship in medical education.ResultsThrough qualitative analysis, we identified 11 themes. Study participants described postfellowship changes in knowledge, self-perceptions, and behaviors and institutional changes that resulted from education projects. With a foundation of principles and skills, the Fellows' confidence and identity as educators were strengthened by their sense of self-efficacy, others' perceptions of their credibility, and support from a community of peers and mentors. This change affected the graduates' professional career trajectories.ConclusionsCommon themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills, protected time, a supportive learning environment, relationships with peers and mentors, validation of educational expertise by others, community building and networking, and emphasis on self-reflection and awareness are essential elements of faculty fellowships in medical education. This analysis suggests that these elements foster the evolution of identity, confidence, and self-efficacy among fellowship graduates. This personal development promotes the professional development of the medical educator.