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在课程改革期间,集结和放大教师的声音
Adarsh Shidhaye1, Kirby Allen1, Shanna Williams1
1Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, 607 Grove Road, Greenville, SC 29605 USA.
Medical science educator
|March 9, 2026
概括
本研究引入了医疗教育课程改革的激励方法,使用教师工作组和Kotter.
科学领域:
- 医学教育 医学教育
- 组织心理学 组织心理学
背景情况:
- 教师经历了显著的压力和倦怠,特别是在课程变化期间.
- 课程改革的现有方法可能无法充分解决教师的福祉和动机.
研究的目的:
- 提出一个新的,基于证据的模型,用于医疗科学教育的课程改革.
- 利用激励原则和结构化变革管理来提高教师参与度和课程成果.
主要方法:
- 在自决框架内应用了科特的变化模型.
- 在医学科学教育部门通过教师工作组实施课程改革.
主要成果:
- 在改革过程中实现了高教师参与率.
- 观察到可衡量的目标成就,表明成功改进课程.
- 证明了动机和结构化的支持对教师的参与和文化的积极影响.
结论:
- 以教师为中心,以动力驱动的方法可以有效地促进医学教育的课程改革.
- 结构化的支持和利用内在动机是成功教育变革和培养积极学术文化的关键.
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