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开发和实施一个结构化和创新的整个学院的辅导计划精神病学的一个大型部门的精神病学
Mary Jane Esplen1, Simone N Vigod2, Shaheen A Darani3
1University of Toronto, Toronto, Ontario, Canada. maryjane.esplen@utoronto.ca.
概括
一个正式的教师指导计划提高了职业满意度,并解决了不平等问题. 质量实施框架 (QIF) 指导了其设计,显示鼓励参与和积极的导师对部门的导师文化的看法.
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:
- 非正式的指导方法往往使学术教师职业生涯中的不平等持续下去.
- 正式的指导计划对于培养教师的成功,信心,弹性和满意度至关重要.
- 解决职业发展差异需要针对不同教师角色和身份的结构化支持系统.
研究的目的:
- 设计和实施一个正式的指导计划,以解决不平等问题,并提高不同的教师之间的职业满意度.
- 改善学术部门内总体的导师文化.
- 为教师职业发展和专业发展提供结构化的支持.
主要方法:
- 质量实施框架 (QIF) 被用来指导计划的设计和实施.
- 建立了一种混合导师模式,将主要的1:1配对与补充的组辅导相结合.
- 提供了专注于最佳实践,多样性,公平,包容 (DEI) 和有效工具的指导培训研讨会.
主要成果:
- 该计划成功招收了105名受训者 (77%的受邀教师是最近被聘用的) 和66名导师.
- 在导师对该部门导师文化的看法中观察到统计学上显著的改善 (t(198) =4.188,p<0.001).
- 辅导员主要寻求职业指导,晋升信息,专业技能和网络机会,而小组辅导获得了很高的满意度.
结论:
- 正式的指导计划证明了鼓励吸收和参与.
- 质量实施框架 (QIF) 将有助于确定影响计划采用和可持续性的因素.
- 该倡议为学术指导计划的实施和长期可行性提供了有价值的见解.
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