Pololi Linda, Clay Maria C., Lipkin Mack, Hewson Mariana, Kaplan Craig, Frankel Richard M.
East Carolina University School of Medicine, National Center of Leadership in Academic Medicine, Office of Faculty Development, Greenville, North Carolina, USA.
Med Teach. 2001 May;23(3):276-283. doi: 10.1080/01421590120043053.
The purpose of this study was to test a three-day course model for medical school faculty designed to promote self-directed learning, teaching skills, personal awareness and interdisciplinary collegiality. The training program described was conducted three times in our medical school. Fifty-eight faculty from 11 clinical departments have participated in this intensive experience of learning how to teach, based on principles of learner-centered learning and adult education theory. Participants defined their own learning objectives and worked collaboratively in facilitated small groups to develop teaching skills. Reflection groups engaged in discussion on critical incidents of experience as teachers and learners, and promoted awareness regarding personal approaches to teaching. Qualitative and quantitative data showed that the course was effective in: (1) providing an academically and emotionally safe environment for learning; (2) enabling participants to recognize and value learner-centered learning; (3) increasing participant personal awareness, and (4) promoting interdisciplinary collegiality. End-of-course data assessing the following course attributes, using a five-point scale, where 1 was 'not effective' and 5 was 'very effective', showed: (a) exploration of needs: mean 4.20 +/- SD 0.91; (b) interactive sharing of ideas; mean 4.60 +/- SD 0.58; (c) opportunity to receive feedback: mean 4.26 +/- SD 0.80; (d) opportunity to practice new skills; mean 4.11 +/- SD 0.72. In terms of participation in further faculty development, 92% of participants committed themselves to continue the work begun at the course. It was concluded that the faculty development program created a safe, learner-centered environment for participants that promoted both awareness of and commitment to self-directed learning, and facilitated teaching skill development and interdisciplinary collegiality. Our three-day course appears to be highly effective in initiating a long-term faculty development process. Additionally, we conclude that there is a need for longitudinal follow-up to support and expand mastery of these teaching skills.
本研究的目的是测试一种针对医学院教师的为期三天的课程模式，该模式旨在促进自主学习、教学技能、个人意识和跨学科合作。我们医学院开展了三次上述培训项目。来自11个临床科室的58名教师参与了这次基于以学习者为中心的学习原则和成人教育理论的强化教学学习体验。参与者确定自己的学习目标，并在有引导的小组中合作开展，以培养教学技能。反思小组就作为教师和学习者的关键经验事件进行讨论，并提高对个人教学方法的认识。定性和定量数据表明，该课程在以下方面有效：（1）提供一个学术和情感上安全的学习环境；（2）使参与者认识到并重视以学习者为中心的学习；（3）提高参与者的个人意识；（4）促进跨学科合作。课程结束时的数据使用五点量表评估以下课程属性，其中1表示“无效”，5表示“非常有效”，结果显示：（a）需求探索：平均4.20±标准差0.91；（b）思想的互动分享：平均4.60±标准差0.58；（c）获得反馈的机会：平均4.26±标准差0.80；（d）练习新技能的机会：平均4.11±标准差0.72。在参与进一步的教师发展方面，92%的参与者承诺继续在课程中开始的工作。得出的结论是，教师发展项目为参与者创造了一个安全的、以学习者为中心的环境，促进了对自主学习的认识和承诺，并促进了教学技能的发展和跨学科合作。我们为期三天的课程似乎在启动长期教师发展过程方面非常有效。此外，我们得出结论，需要进行纵向跟踪，以支持和扩展对这些教学技能的掌握。
