个性化教师发展以解决门诊教学挑战:一种混合方法研究
Dana G Callahan1,2, Mary W Montgomery3,4, Nora Y Osman3,4
1Harvard Medical School, Boston, MA, USA. dgcallahan@bwh.harvard.edu.
Journal of general internal medicine
|March 17, 2026
概括
个性化指导有助于门诊教师克服教学挑战,提供实用,特定于工作场所的解决方案. 这个教师发展计划促进了改善临床教育的可持续变化.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 门诊临床教学 门诊临床教学
背景情况:
- 门诊教师遇到重大教学障碍,包括高患者数量和时间限制.
- 传统的教师发展计划往往缺乏个性化策略,以改善临床教学.
研究的目的:
- 实施和评估一个个性化的教师发展计划,利用教练.
- 协助教师识别门诊教学挑战,并创造可行的解决方案.
主要方法:
- 在一个学术医疗中心的六个部门向24名门诊教师提供了一项指导计划.
- 参与者参加了60分钟的辅导课程,以确定教学挑战,并根据他们的诊所工作流量设计"微创新".
主要成果:
- 所有参与者都实施了他们的微创新,在6个月后报告了对学生诊所的积极影响.
- 3年后,53%的教师继续使用他们开发的微创新.
- 教师高度重视个性化指导,因为它与他们的临床实践有直接的相关性.
结论:
- 个性化辅导有效地支持门诊教育工作者应对教学挑战.
- 该计划促进了创建小型,可持续的变化,以增强临床教学环境.
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