学术医学的教师开发人员:在变革时期的角色和能力
Heather A Billings1, Stacey Pylman2, Larry Hurtubise3
1Faculty Development in the Office of Applied Scholarship and Education Science, Mayo Clinic, Rochester, MN, United States.
概括
医学教育教师发展需要明确的能力,才能成为一个公认的专业. 这项研究收集了利益相关者的意见,以建立教师开发人员的核心能力,旨在使该领域的专业化.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 专业化的专业化
背景情况:
- 由于学习者入学率的增加,以学习者为中心的实践和更严格的认证标准,教师开发人员的角色正在扩大.
- 尽管不断增长的需求,医学教育的教师发展缺乏明确的专业结构,包括一组核心能力.
- 现有的教师发展努力通过变革支持医学教育工作者,但面临着不断变化的期望.
研究的目的:
- 通过定义核心能力,建立医学教育中的教师发展作为一个职业.
- 通过促进定义的能力,为专业化教师发展提供明确的前进道路.
- 告知利益相关者,包括教育工作者,招聘人员和领导者,关于教师开发者的基本能力.
主要方法:
- 2023年的一系列区域,国家和国际级会议会议汇集了100多个利益相关方的想法.
- 通过提示询问必要和有价值的教师开发者能力,收集了500多个答案.
- 定性数据收集的重点是确定和阐明专业的关键能力.
主要成果:
- 利益相关者的意见确定了教师开发人员需要明确定义的核心能力的需求.
- 超过500个回复突出了有效的教师发展实践的基本技能和知识领域.
- 该研究为建立职业身份和教师发展结构奠定了基础.
结论:
- 定义核心能力对于建立医学教育的教师发展作为一个独特的专业至关重要.
- 识别出的能力将指导当前和未来的教师开发人员,招聘人员和领导者.
- 需要进一步讨论和促进这些能力,以使该领域变得专业化并澄清角色.
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