Faculty development as transformation: lessons learned from a process-oriented program.
Faculty development as transformation: lessons learned from a process-oriented program.
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DOI：
10.1080/10401334.2012.692275
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发表时间：
2012
影响因子：
2.5
通讯作者：
Richards BF
中科院分区：
文献类型：
--
作者：
Balmer DF;Richards BF
教师发展项目倾向于以内容为导向，但许多项目产生了与内容无关的积极成果。我们描述了一个教师发展计划，该计划利用了叙事医学所支持的共享阅读和引导反思的过程。到目前为止，已有25名临床医学基础课程的导师参加了培训。该计划包括每周一次的研讨会，参与者积极参与文本，作为围绕内容和教学策略进行对话的基础。使用定性的方法，我们检查了研讨会、深度访谈和课程文件回顾中的笔记；我们使用来自教育的概念框架作为解释的镜头。与会者认识到，个人成长和相互关系的转变创造了解决和重塑该机构的规范和教学做法的机会和手段。以过程为导向的教师发展计划可能会促进个人的成长，有助于关系的转变，并最终影响教学实践。
Faculty development programs tend to be oriented around content, yet many have produced positive outcomes unrelated to the content. We describe a faculty development program that utilized the processes of shared reading and guided reflection espoused by narrative medicine. To date, 25 preceptors in the Foundations of Clinical Medicine course have participated. The program consists of weekly seminars in which participants actively engage with text as a basis for conversation around content as well as teaching strategies. Using qualitative methods, we examined notes from seminars, in-depth interviews, and review of curricular documents; we used conceptual frameworks from education as interpretive lenses. Participants recognized both personal growth and transformation in relationships with each other, which created the opportunity, and the means, to address and reshape norms and teaching practices at the institution. Process-oriented faculty development programs may foster growth of individuals, contribute to transformation in relationships, and ultimately influence teaching practices.
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影响因子：
120.7
作者：
Charon, R
通讯作者：
Charon, R
影响因子：
7.4
作者：
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