没有开发的资源? 让初级教师参与近同行指导的高级职业培训,以建立专业身份
Emily Pinto Taylor1, Dheepa R Sekar1, Katherine Gielissen1
1From the Department of Internal Medicine, Division of General Internal Medicine, Emory University School of Medicine, and Grady Memorial Hospital, Atlanta, Georgia.
Southern medical journal
|January 3, 2025
概括
具有高级培训的初级教师可以通过充当接近同行导师来加速学术生涯. 作为受教者和导师的双重角色有助于他们建立联系并有效地建立专业知识.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 教师发展学院发展学院
背景情况:
- 有效的早期指导对于学术职业发展至关重要.
- 在医学教育/研究方面接受高级培训的初级教师需要指导和指导的机会.
- 在初级教师职位的全科医生往往有未开发的高级技能.
研究的目的:
- 为了审查技能,初级教师需要平衡门徒和接近同行导师的角色.
- 为学术部门提供有关支持这些教师的指导.
- 为了提高初级教师的职业发展.
主要方法:
- 技能和策略的前景审查.
- 分析受教者和接近同行导师的双重角色.
- 讨论部门支持机制.
主要成果:
- 初级教师可以利用高级技能作为近同行导师.
- 这种双重角色有助于建立专业知识和职业进步.
- 部门可以通过提供结构化支持来促进这一点.
结论:
- 近同行指导为初级教师提供了一条快速发展的途径.
- 在双重角色中支持这些教师,既有利于个人,也有利于机构.
- 战略实施近同行指导可以推动学术生涯.
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