Interprofessional educator development : Build it and they will come.
Interprofessional educator development : Build it and they will come.
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专业教育者的发展：建立它，他们将会来。
DOI：
10.1007/s40037-018-0418-9
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发表时间：
2018-06
影响因子：
3.6
通讯作者：
Colbert CY
中科院分区：
文献类型：
--
作者：
Pien LC;Stiber M;Prelosky A;Colbert CY
我们描述了一个跨专业的教育者发展计划，故意设计，这是在学术医疗保健中心实施。在2014年，我们有目的地调整了我们先前存在的教育者发展计划，以便能够包括我们机构的所有跨专业教育者。该计划的目标是提高教育者的技能，这是认证要求的共同需要，并创建一个当地的跨专业教师社区。该计划的框架是基于成人学习原则，反思性实践，体验式学习和同龄人群体，教师发展计划的所有关键特征。它也是纵向的和身临其境的。柯克帕特里克的计划评估模型用于确定结果，参与者的自我报告的评估表收集和他们的叙述性意见进行了分析。在我们向所有跨专业人员开放我们的教育者计划后，我们的计划参与者数量增加了。跨专业参与者包括但不限于医生、实习医生、护士、医生助理、听力学家、灌注师和基础科学研究人员。我们的课程和课程教师的数量扩大。我们的跨专业参与者报告说，他们能够学习必要的知识，技能和态度，为他们的成长和发展的教育工作者，在跨专业的社区的背景下，同时也欣赏他们的同龄人的多样性。我们通过重新设计和实施跨专业教育者计划来分享我们的见解，以便其他人可以从我们的经验中学习。关键的收获包括使用教学效果的概念框架，让跨专业的利益相关者参与并获得他们的观点，审查跨专业的文献和能力，并强调跨学科的最佳做法。
We describe an interprofessional educator development program, designed intentionally, that was implemented at an academic healthcare centre. In 2014, we purposefully adapted our pre-existing educator development program to be able to include all interprofessional educators at our institution. The program’s goals were to enhance educator skills, a common need due to requirements of accreditation, and to create a local interprofessional community of teachers. The framework of the program was based upon adult learning principles, reflective practice, experiential learning and peer groups, all key characteristics of faculty development programs. It was also longitudinal and immersive. Kirkpatrick’s program evaluation model was used for identifying results; participants’ self-reported evaluation forms were collected and their narrative comments were analyzed. After we opened our educator program to all interprofessional staff, our number of program participants increased. The interprofessional participants included, but was not limited to, physicians, physician trainees, nurses, physician assistants, audiologists, perfusionists, and basic science researchers. Our number of program sessions and program faculty were expanded. Our interprofessional participants reported that they were able to learn essential knowledge, skills and attitudes for their growth and development as educators, in the context of an interprofessional community, while also appreciating the diversity of their peers. We share our insights with the redesign and implementation of an interprofessional educator program so that others can learn from our experiences. Key takeaways include using a conceptual framework for teaching effectiveness, involving interprofessional stakeholders and obtaining their perspectives, reviewing interprofessional literature and competencies, and highlighting best practices across the disciplines.
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影响因子：
6
作者：
Haji, Faizal;Morin, Marie-Paule;Parker, Kathryn
通讯作者：
Parker, Kathryn
影响因子：
2.7
作者：
Jones, Aled;Jones, Delyth
通讯作者：
Jones, Delyth
DOI：
10.1007/978-94-007-7612-8_14
发表时间：
2014-01-01
期刊：
FACULTY DEVELOPMENT IN THE HEALTH PROFESSIONS: A FOCUS ON RESEARCH AND PRACTICE
影响因子：
--
作者：
Anderson, Liz;Hean, Sarah;Hammick, Marilyn
通讯作者：
Hammick, Marilyn
DOI：
10.1007/978-94-007-7612-8_10
发表时间：
2014-01-01
期刊：
FACULTY DEVELOPMENT IN THE HEALTH PROFESSIONS: A FOCUS ON RESEARCH AND PRACTICE
影响因子：
--
作者：
Gruppen, Larry D.
通讯作者：
Gruppen, Larry D.
影响因子：
0.9
作者：
Swanwick, Tim;McKimm, Judy
通讯作者：
McKimm, Judy