Morzinski Jeffrey A, Simpson Deborah E
Department of Family and Community Medicine, Medical College of Wisconsin, Milwaukee 53226, USA.
Fam Med. 2003 Jun;35(6):434-9.
Family medicine has a long history of using faculty development programs (FDPs). Recent evaluation reports of those programs highlight participant achievements in FDPs but underscore the need for stronger evaluations of those programs. This study examined the outcomes of a comprehensive, 2-year, within-institution FDP focused on participants' productivity and retention in academics.
Subjects were 30 full-time FDP completers (1993 through 1999). The curriculum included monthly seminars and mentor involvement to promote competence in education, research, writing, administration, professional academic skills, and technology. Projects were required in education, research, and administration. Four evaluation levels were examined: reactions, learning, behavior change, and results. Instruments included satisfaction surveys, validated competence measures, CV review, and attendance and retention records. Ten years of data from six training cohorts were analyzed.
Reaction data showed 80% attendance and high program satisfaction. Learning outcomes revealed positive pre- to post-program changes in each curriculum area. Behavior changes included a pre- to postprogram tripling of institutional leadership positions. Yearly group averages of peer-reviewed publications increased from seven before the program to 26 after the FDP Results showed that 80% of participants were retained in academic careers through the 2-year post-program time frame.
Significant, positive outcomes were found at all evaluation levels. This multi-level, longitudinal design may contribute to future FDP evaluations.
家庭医学领域使用师资发展项目（FDPs）已有很长历史。近期这些项目的评估报告突出了参与者在FDPs中的成就，但也强调了对这些项目进行更有力评估的必要性。本研究考察了一个为期两年、机构内部的综合性FDP的成果，该项目聚焦于参与者在学术方面的生产力和留任情况。
研究对象为30名FDP的全职结业者（1993年至1999年）。课程包括每月的研讨会以及导师指导，以提升教育、研究、写作、管理、专业学术技能和技术方面的能力。要求在教育、研究和管理方面开展项目。考察了四个评估层面：反应、学习、行为改变和结果。所使用的工具包括满意度调查、经过验证的能力测评、简历审查以及出勤和留任记录。对六个培训队列的十年数据进行了分析。
反应数据显示出勤率为80%，项目满意度高。学习成果表明，每个课程领域在项目前后都有积极变化。行为改变包括项目前后担任机构领导职位的人数增至三倍。经过同行评审的出版物的年度小组平均数量从项目前的7篇增加到FDP后的26篇。结果显示，80%的参与者在项目结束后的两年时间内仍保持学术职业。
在所有评估层面都发现了显著的积极成果。这种多层次的纵向设计可能有助于未来的FDP评估。
