Manwell Linda Baier, Pfeifer Judie, Stauffacher Ellyn A
Department of Family Medicine, University of Wisconsin, Madison, Wisconsin 53705, USA.
Alcohol Clin Exp Res. 2006 Aug;30(8):1393-9. doi: 10.1111/j.1530-0277.2006.00166.x.
The skills of faculty working in health fields are inadequate to meet the needs of those adversely affected by alcohol. This project was designed to increase the teaching, clinical, and research activities of faculty from multiple disciplines at the university level.
The faculty development model included two 2-day skills-based courses held 6 months apart, precourse and postcourse evaluations, active mentoring, and development of a specific work plan for each participant. The educational model utilized skills-based courses previously developed for full-time clinical/teaching medical faculty with limited time and resources.
A total of 153 participants at 6 locations completed the courses; 131 completed the 6-month follow-up interview. Sixty-four designed teaching, clinical, or research projects during the 6-month period between the first and second courses. Precourse versus postcourse clinical scores from standardized patient encounters showed highly significant improvements in screening, brief intervention, and motivational interviewing skills (p<0.001). At the 6-month follow-up interview, 61% of the participants reported teaching on alcohol, tobacco, or drug problems; 49% reported clinical activities in this area; 36% reported conducting research; 10% had submitted manuscripts for publication; 12% had submitted grant applications; and 32% percent had sought additional AODA training. Participants gave high scores to all components of the faculty development model; 81% would repeat the training and 98% would recommend the program to colleagues.
This cost-effective faculty development program can serve as a model to increase educational programs on substance abuse at public universities, increase faculty research activities in the alcohol area, and increase clinical programs in university hospitals.
从事健康领域工作的教员技能不足以满足受酒精负面影响者的需求。本项目旨在增加大学层面多学科教员的教学、临床和研究活动。
教员发展模式包括相隔6个月举办的两门为期2天的技能课程、课程前后评估、积极指导以及为每位参与者制定具体工作计划。教育模式采用了先前为时间和资源有限的全职临床/教学医学教员开发的技能课程。
6个地点的153名参与者完成了课程；131人完成了6个月的随访访谈。在第一门课程和第二门课程之间的6个月期间，64人设计了教学、临床或研究项目。标准化患者问诊的课程前与课程后临床评分显示，筛查、简短干预和动机性访谈技能有极显著提高（p<0.001）。在6个月的随访访谈中，61%的参与者报告就酒精、烟草或毒品问题进行了教学；49%报告在该领域开展了临床活动；36%报告进行了研究；10%已提交稿件以供发表；12%已提交资助申请；32%寻求了额外的药物滥用和成瘾问题（AODA）培训。参与者对教员发展模式的所有组成部分都给予了高分；81%的人会重复参加培训，98%的人会向同事推荐该项目。
这个具有成本效益的教员发展项目可作为一个模式，用于增加公立大学关于药物滥用的教育项目、增加教员在酒精领域的研究活动以及增加大学医院的临床项目。
