Faculty Development: Who, What, Why, Where, When, and How?
Faculty Development: Who, What, Why, Where, When, and How?
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教师发展：谁、什么、为什么、在哪里、何时以及如何？
DOI：
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发表时间：
2014
影响因子：
3.3
通讯作者：
A. Persky
中科院分区：
文献类型：
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作者：
Stuart T Haines;A. Persky
培养人才——帮助他们变得更有能力、更加认真、更加自信——是任何学术机构的基本使命。这就是他们所做的事情以及他们存在的原因。在卫生专业学院和学校，教职员工花费大量时间传播该专业积累的知识、技能和价值观，并为学习者提供结构化的机会，以发展提供当代卫生相关服务所需的能力。通过学术工作，教师们发现新的见解，概念化和完善模型，并实施和评估与其所服务的专业社区相关的实践——本质上是开发改善健康并使医疗保健更加有效、高效和安全所需的新知识、技能、结构和流程。学生、从业者和患者依靠教师来发展它们。但谁来培养教师队伍呢？谁帮助他们变得更有能力、更加认真、更加自信？答案似乎是它们必须相互发展。
新来的教职人员通常都拥有作为从业者或研究人员的良好技能，但很少有人接受过作为教师的正式培训。接受过学术管理者和领导者正式培训的人就更少了。随着职业生涯的进步以及承担新的角色和责任，职业中期和职业后期的教职人员也有发展需求。随着卫生专业学校对教师的需求和数量的激增，对教师发展的兴趣也随之增加。行动呼吁促使许多机构实施正式的指导计划、提供教师发展研讨会并创建实践社区。1,2 在本期期刊主题中，我们探讨了教师发展的各种模式——正式和非正式、大型和小型、内部和外部、面对面和在线。
本期期刊收到了超过 35 份关于教师发展主题的稿件提案，证明了人们对该主题的兴趣程度。不幸的是我们无法全部出版。从我们收到的提案中可以清楚地看出，我们在教师发展上花费了大量的时间、精力和资源。不太清楚的是这些努力是否有效。很多时候，教师发展是在没有考虑和明确说明项目目标的情况下进行的。在许多情况下，评估是事后才想到的。系统评价得出的结论是，有关卫生专业教师发展的文献体系远非健全，而且大多数报告缺乏科学严谨性。3,4 诚然，衡量有意义结果的方法仍然有点原始。展望未来，学院迫切需要明确定义的指标和强大的工具来捕获数据。此外，我们需要有关组织结构和背景因素的定性信息，以增加教师发展计划成功的可能性。简而言之，我们还有很多东西需要学习。
对于那些希望制定教师指导计划或需要重新设计现有计划的机构来说，Law 及其同事撰写的题为“教师指导计划发展清单”的手稿是一种宝贵的资源，其中包含关键考虑因素的有用清单。5 学院或学校是否应该为教学中心提供资金和人员配备？或者由院长任命的教师发展委员会或由少数坚定的人自行组建的实践社区会更有效吗？兰卡斯特及其同事在题为“促进健康科学项目中教学和学习的教师发展项目模型”的手稿中探讨了这些问题。6
同样在本期杂志中，Jackevicius 和西部健康科学大学 (WesternU) 的同事描述了一项教师指导计划的结果，其中初级教师与“内部”导师（在 WesternU 任职的高级教员）配对。7 同样，Haines 和 Popovich 描述了棕榈滩大西洋大学的一项教师指导计划，其中初级教师与“外部”导师（在其他学院和大学任职的高级教员）配对。8 这两个计划的结果虽然不大，但具有统计意义。最初计划实施后的 3 年内学术活动有所增加，参与者的反馈非常积极。7,8 Sicat 及其同事描述了一个成功的大学范围内的实践社区，汇集了来自几所健康专业学校的对教学有共同兴趣的教职人员。9
本主题期发表的另外 4 篇手稿描述了几种创新且有针对性的教师发展方法。东北大学的 Edwards 及其同事实施了一项反思性教学挑战，鼓励教职员工在课堂或体验式学习环境中“尝试新事物”。10 Sturpe 和 Schaivone 探索了为教师和导师发展进行目标结构教学练习 (OSTE) 的潜在好处和最佳实践。 11 在线社交媒体平台以十年前无法想象的方式将人们联系起来。在题为“使用社交媒体平台的非传统教师发展计划”的手稿中，Penick-Brock 及其同事讨论了梦幻足球联盟（称为“猫飞行联盟”）如何为联盟参与者的职业发展和成功做出贡献。 12 最后，克拉普和里吉斯大学的同事实施了一项独特的教师定向计划，旨在提高非药剂师教员对当代药学实践的认识。 13 随着越来越多的非健康专业人员成为健康专业学院和学院的教员，学校、让他们熟悉当代卫生保健提供模式以及各种卫生专业人员的作用和责任的机制变得越来越重要。所有这些教师发展战略都有望成为帮助教师变得更有能力、更加认真和自信的手段。
对于本期论文的作者，我们感谢您分享您的愿景和热情。对于读者来说，我们希望您能在这里找到灵感。
Developing people — helping them become more capable, conscientious, and confident — is the fundamental mission of any academic institution. It is what they do and why they exist. At health professions colleges and schools, faculty members spend much of their time communicating the accumulated knowledge, skills, and values of the profession and providing structured opportunities for learners to develop the competencies needed to deliver contemporary health-related services. Through scholarly work, faculty members discover new insights, conceptualize and refine models, and implement and evaluate practices relevant to the professional communities they serve — in essence developing the new knowledge, skills, structures, and processes needed to improve health and make health care more effective, efficient, and safe. Students, practitioners, and patients rely on faculty members to develop them. But who develops the faculty members? Who helps them become more capable, conscientious, and confident? The answer, it seems, is they must develop each other.
New faculty members often arrive with well-developed skills as practitioners or researchers, but few have received formal training as teachers. Fewer still have had formal training as academic administrators and leaders. Mid-career and late-career faculty members also have developmental needs as their careers progress and as they take on new roles and responsibilities. Interest in faculty development has swelled as the need for and number of faculty members in health professions schools has surged. Calls for action have spurred many institutions to implement formal mentoring programs, offer faculty development seminars, and create communities of practice.1,2 In this theme issue of the Journal, we explore various models of faculty development — formal and informal, large and small, internal and external, face-to face and online.
The Journal received more than 35 manuscript proposals for this theme issue on faculty development — testament to the degree of interest in the topic. It was unfortunate that we could not publish them all. It was clear from the proposals we received that much time, energy, and resources are being expended on faculty development. What is less clear is whether these efforts are effective. All too often faculty development is undertaken without considering and explicitly stating what the program goals are. In many cases, evaluation is an afterthought. Systematic reviews have concluded that the body of literature regarding faculty development in the health professions is far from robust and most reports lack scientific rigor.3,4 Admittedly, methods for measuring meaningful outcomes remain a bit primitive. Moving forward, the academy sorely needs clearly defined metrics and robust tools to capture data. Further, we need qualitative information regarding organizational structures and contextual factors that increase the likelihood that a faculty development program will be successful. In short, we still have a lot to learn.
For those institutions that wish to develop a faculty mentorship program or need to re-engineer an existing one, the manuscript entitled “A Checklist for the Development of Faculty Mentorship Programs” by Law and colleagues is an invaluable resource with a useful checklist of key considerations.5 Should a college or school fund and staff a Center for Teaching and Learning? Or would a faculty development committee appointed by the Dean or a community of practice self-formed by a committed few be more effective? These questions are explored in the manuscript by Lancaster and colleagues entitled “Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs.”6
Also in this issue of the Journal, Jackevicius and colleagues at Western University of Health Sciences (WesternU) describe the outcomes of a faculty mentorship program where junior faculty were paired with “internal” mentors – senior faculty members with appointments at WesternU.7 Similarly, Haines and Popovich describe a faculty mentoring program at Palm Beach Atlantic University where junior faculty were paired with “external” mentors – senior faculty members with full-time appointments at other colleges and universities.8 Both programs resulted in modest but statistically significant increases in scholarly activity within 3 years of initial program implementation, and participant feedback was very positive.7,8 Sicat and colleagues describe a successful university-wide community of practice, bringing together faculty members from several health professional schools with a common interest in teaching.9
Several innovative and focused approaches to faculty development are described in 4 additional manuscripts published in this theme issue. Edwards and colleagues at Northeastern University implemented a reflective teaching challenge whereby faculty members were encouraged to “try something new” in either the classroom or experiential learning environment.10 Sturpe and Schaivone explore the potential benefits of and best practices for conducting objective structure teaching exercises (OSTEs) for faculty and preceptor development.11 Online social media platforms connect people in ways that were not imagined a decade ago. In the manuscript entitled “A Nontraditional Faculty Development Initiative Using a Social Media Platform,” Penick-Brock and colleagues discuss how a fantasy football league (dubbed the Cat Flight League) contributed to the professional development and success of the league’s participants.12 Lastly, Clapp and colleagues at Regis University implemented a unique faculty orientation program designed to enhance non-pharmacist faculty member’s awareness of contemporary pharmacy practice.13 As increasing numbers of non-health professionals become faculty members at health professions colleges and schools, mechanisms for familiarizing them to contemporary health care delivery models as well as the roles and responsibilities of various health professions is increasingly important. All of these faculty development strategies show promise as a means to help faculty members become more capable, conscientious, and confident.
To the authors whose papers are included in this issue, we are grateful to you for sharing your vision and passion. To the readers, we hope you find inspiration here.