开发一个同行和近同行指导计划,以支持早期职业研究教师:阿斯皮尔! 一个程序程序程序程序程序程序
Stephanie Lovinsky-Desir1,2, Lauren S Chernick3,4, Brett Anderson5,6,7
1Division of Pediatric Pulmonology, Department of Pediatrics, Columbia University Medical Center (CUIMC), New York, NY, USA.
Journal of clinical and translational science
|July 16, 2025
概括
吸气,吸气,吸气,吸气,吸气,吸气,吸气,吸气! (问责制和安全空间促进,激励,充电和赋权) 是一个同行指导计划,支持早期职业生涯的教师. 这个计划展示了同行指导.
科学领域:
- 翻译科学 翻译科学
- 学术医学 学术医学
- 教师发展学院发展学院
背景情况:
- 临床医生和非临床医生早期的研究教师面临着独特的挑战.
- 哥伦比亚大学欧文医疗中心的TRANSFORM KL2计划培养了一个协作环境.
- 确定了初级教师之间需要结构化的同行支持.
研究的目的:
- 描述ASPIRE!的建立和起源. 同行指导小组. 同行指导小组.
- 概述一个机构范围的同行指导计划的发展.
- 突出因素,有助于同行指导的成功为职业生涯早期的教师.
主要方法:
- 由7名职业生涯早期的教师组成一个同行指导小组.
- 利用TRANSFORM KL2计划的共同经验.
- 建立一个安全的空间,开放沟通和共同的学术目标.
主要成果:
- 成功创建了阿斯皮尔! 同行指导小组. 同行指导小组.
- 扩大到一个机构范围的同行指导计划.
- 识别共同的职业生涯阶段,不同的背景和共同的目标作为关键的成功因素.
结论:
- 同行指导是支持早期职业生涯的学术研究人员的一个有价值的策略.
- 这就是ASPIRE! 课程模式可以调整以促进教师的发展和成功.
- 协作环境和安全空间对于有效的同行支持至关重要.
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