Gruppen Larry D, Frohna Alice Z, Anderson Robert M, Lowe Kimberly D
Medical School Administration, University of Michigan Medical School, Ann Arbor, MI 48109-0201, USA.
Acad Med. 2003 Feb;78(2):137-41. doi: 10.1097/00001888-200302000-00007.
The Medical Education Scholars Program (MESP) at the University of Michigan Medical School is designed to develop leaders in medical education. The program's goals are to enable faculty to provide curriculum direction, improved teaching, educational research, and development, and institutional leadership at all levels of medical education. This one-year program uses a variety of educational methods and provides a broad curriculum in educational theory, assessment and evaluation, research design and methods, teaching-skills development, and educational leadership. Faculty are admitted on a competitive basis and one half-day per week of release time is funded as part of the program. Salient outcomes of the program (promotions, educational research and development, curriculum leadership, and educational scholarship) were measured in a pre- and post-program design in which each scholar acted as his or her own control. There were major increases in promotions and educational awards, new educational responsibilities, and new educational programs. A particularly important outcome was the emergence of educational scholarship in the professional portfolios of the program scholars in the form of peer-reviewed presentations and publications and educational grant funding. A cost-outcome analysis indicates that these multi-year outcomes were obtained from a one-time investment of approximately $21,000 per graduating scholar. This evaluation indicates that intensive faculty development programs can have measurable impacts on the careers of the participants and the institutional environment.
密歇根大学医学院的医学教育学者项目（MESP）旨在培养医学教育领域的领导者。该项目的目标是使教员能够在医学教育的各个层面提供课程指导、改进教学、开展教育研究与开发以及进行机构领导。这个为期一年的项目采用多种教育方法，并提供涵盖教育理论、评估与评价、研究设计与方法、教学技能发展以及教育领导等方面的广泛课程。教员通过竞争入选，项目还提供每周半天的脱产时间。该项目的显著成果（晋升、教育研究与开发、课程领导以及教育学术成就）在项目前后设计中进行衡量，其中每位学者都以自身作为对照。晋升和教育奖项、新的教育职责以及新的教育项目都有显著增加。一个特别重要的成果是，项目学者的专业成果中出现了教育学术成就，表现为同行评审的报告、出版物以及教育资助资金。成本效益分析表明，这些多年期成果是通过对每位毕业学者约2.1万美元的一次性投资取得的。该评估表明，强化教员发展项目能够对参与者的职业生涯和机构环境产生可衡量的影响。
