团体同行指导,以改善教师联系和加强指导网络
Karen P Barr1, Kerry Deluca1, Brad E Dicianno1,2
1Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA.
The clinical teacher
|February 24, 2024
概括
结构化的虚拟同行指导小组改善了教师联系,并培养了支持性的部门文化. 这种方法解决了指导和归属方面的挑战,特别是在流行病后.
科学领域:
- 学术医学 学术医学
- 教师发展学院发展学院
- 导师计划 导师计划
背景情况:
- 由于COVID-19大流行,在学术部门内建立专业联系和寻找导师的困难加剧了.
- 非正式网络机会的减少和对虚拟会议的偏好影响了教师关系.
- 积极的专业关系和机构归属对于教师活力至关重要,需要注意这些需求.
研究的目的:
- 在大学部门内建立强大的同行指导文化.
- 增强教师成员的社区和归属感.
- 通过提高教学技能,学术生产力和个人健康来支持职业进步.
主要方法:
- 为医生和心理学家实施结构化,虚拟的同行指导小组.
- 组被设计为包括各种各样的参与者跨职业生涯阶段,学术等级,和临床专业.
- 该计划旨在深化指导,培养社区,帮助职业规划,并培养必要的学术技能.
主要成果:
- 一项对70%符合条件的教师的调查显示,在一年后,他们对课程的满意度很高.
- 96%的参与者表示,该计划培养了包容和欣赏的文化.
- 86%的人与新同事联系起来,79%的人寻求通常不参与的同事的建议,重视不同的观点.
结论:
- 部门小组同行指导,跨越多元化的教师,有效地建立联系.
- 这种模式增强了支持的文化,并解决了教师对指导和归属的需求.
- 虚拟的,结构化的同行指导是提高学术教师参与度和福祉的可行策略.
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