Reframing Research on Faculty Development
Reframing Research on Faculty Development
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DOI：
10.1097/acm.0b013e31820dc058
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发表时间：
2011-04-01
影响因子：
7.4
通讯作者：
Irby, David M.
中科院分区：
文献类型：
--
作者：
O'Sullivan, Patricia S.;Irby, David M.
教师发展的研究主要集中在个人参与者，并产生了相对较少的可推广的知识，可以指导教师发展计划。在这篇文章中，作者探讨了如何在教师教育，质量改进，继续医学教育和工作场所学习等相关领域的研究，可以丰富目前的研究在医学教育中的教师发展。作为这种分析的结果，作者修改了概念化教师发展（最好称为专业发展）的旧模式。这种扩展的模式要求对教育过程和结果的研究集中在两个实践社区：教师发展计划的参与者之间创建的社区和教学实践的工作场所（教室或诊所）的社区，教学实际发生。对于教师发展社区，关键组成部分是参与者，计划，内容，促进者和计划发生的背景以及教师教学的背景。对于工作场所社区，相关的组成部分包括在该环境中的关系和网络，组织和设置的文化，教学任务和活动，以及提供给该学术和/或临床社区的成员的指导教学实践。这种扩大的教师发展模式产生了一套新的研究问题，这是描述沿着六个建议，以加强研究，包括建立一个国家中心的卫生专业教育研究。
Research on faculty development has focused primarily on individual participants and has produced relatively little generalizable knowledge that can guide faculty development programs. In this article, the authors examine how current research on faculty development in medical education can be enriched by research in related fields such as teacher education, quality improvement, continuing medical education, and workplace learning. As a result of this analysis, the authors revise the old model for conceptualizing faculty development (preferably called professional development). This expanded model calls for research on educational process and outcomes focused on two communities of practice: the community created among participants in faculty development programs and the communities of teaching practice in the workplace (classroom or clinic) where teaching actually occurs. For the faculty development community, the key components are the participants, program, content, facilitator, and context in which the program occurs and in which the faculty teach. For the workplace community, associated components include relationships and networks of association in that environment, the organization and culture of the setting, the teaching tasks and activities, and the mentoring available to the members of that academic and/or clinical community of teaching practice. This expanded model of faculty development generates a new set of research questions, which are described along with six recommendations for enhancing research, including establishment of a national center for research in health professions education.