Neale Anne Victoria, Schwartz Kendra L, Schenk Maryjean, Roth Linda M
Department of Family Medicine, Wayne State University, Detroit, MI 48201, USA.
Med Teach. 2003 Jul;25(4):442-7. doi: 10.1080/0142159031000137481.
While scholarship is a critical component of the mission of all academic departments, little is known about how to approach the scholarly development of clinician faculty. The authors developed a thematically based faculty development curriculum with two primary components: evidence-based clinical practice and critical appraisal of current clinical research. They took a task management approach to reducing anticipated barriers to program success by instituting a regularly scheduled seminar series, providing evidence-based reading materials, recruiting clinician faculty as speakers for the clinical presentations, and providing continuing medical education credits for seminar attendance. This case study illustrates a faculty development curriculum that stimulated scholarly discussion and research activities in the authors' clinician faculty.
虽然学术研究是所有学术部门使命的关键组成部分，但对于如何促进临床教师的学术发展却知之甚少。作者开发了一个基于主题的教师发展课程，该课程有两个主要组成部分：循证临床实践和对当前临床研究的批判性评价。他们采用任务管理方法，通过举办定期系列研讨会、提供循证阅读材料、招募临床教师作为临床讲座的演讲者以及为参加研讨会提供继续医学教育学分，来减少项目成功预期的障碍。本案例研究展示了一个促进作者所在临床教师进行学术讨论和研究活动的教师发展课程。
