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作为教师的学习者:开发一个新的教师发展课程,利用初级教师作为主要作者
Heather A Brown1, Stanley Hassinger1
1Emergency Medicine, Prisma Health Richland Hospital, Columbia, South Carolina, 29203, USA.
MedEdPublish (2016)
|January 30, 2026
概括
初级教师有效地开发了一个紧急医疗学院发展课程. 这种方法具有成本效益,可持续性,并增强医学教育知识共享.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 学术医学 学术医学
背景情况:
- 教师发展计划的有效性和范围各不相同.
- 初级教师从发展中受益最多,但经常被排除在课程创作之外.
- 及时,专业特定的教师发展对于早期职业生涯的学术支持至关重要.
研究的目的:
- 创建和实施一个有效的教师发展课程初级紧急医疗 (EM) 教师.
- 通过体验式学习利用初级教师作为课程开发的主要作者.
主要方法:
- 高级教师确定了高收益主题;初级教师被分配为主要作者与专家导师.
- 主题在涉及所有参与者的同行评审会议中进行了介绍和讨论.
- 一项电子调查使用利克特比例问题评估了课程的有效性,达到86%的响应率.
主要成果:
- 调查结果表明,教师发展是一个学术差距,证实了课程的重要性和有效性.
- 初级和高级教师报告说,模块创建和同行评审的知识有所改善.
- 所有受访者都认为这些话题很重要,应该是新的学术教师的强制性.
结论:
- 利用初级教师作为主要作者是开发专业特定课程的有效,经济高效和可持续方法.
- 这种方法促进了一个实践社区,共享医学教育知识和技能.
- 可概括的框架可以适应任何医学研究生课程的课程开发.
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