Simpson Deborah, Marcdante Karen, Morzinski Jeffrey, Meurer Linda, McLaughlin Chris, Lamb Geoffrey, Janik Tammy, Currey Laura
Office of Educational Services, Medical College of Wisconsin, Milwaukee, Wisconsin 53226, USA.
Acad Med. 2006 Nov;81(11):945-53. doi: 10.1097/01.ACM.0000242585.59705.da.
Starting in 1991, the Medical College of Wisconsin's (MCW) primary care-focused faculty development programs have continuously evolved in order to sustain tight alignment among faculty members' needs, institutional priorities, and academic reward structures. Informed by literature on the essential competencies associated with academic success and using educational methods demonstrated to achieve targeted objectives, MCW's initial 1.5-day per month comprehensive faculty development programs prepared faculty as clinician-researchers, leaders, and educators. As institutional priorities and faculty roles shifted, a half-day per month advanced education program was added, and the comprehensive faculty development program transitioned to its current half-day per month program. Using a modular approach, this program focuses exclusively on clinician-educator competencies in curriculum, teaching, leadership, evaluation, and learner assessment. Instructional methods combine interactive, face-to-face sessions modeling a range of instructional strategies with between-session assignments now supported through an e-learning platform. All participants complete a required project, which addresses a divisional or departmental need, meets standards associated with scholarship, and is submitted to a peer-reviewed forum. To date, over 115 faculty members have enrolled in MCW's faculty development programs. Program evaluation over the 15-year span has served to guide program revision and to provide clear evidence of program impact. A longitudinal evaluation of comprehensive program graduates from 1993 to 1999 showed that 88% of graduates' educational projects were implemented and sustained more than one year after program completion. Since 2001, each participant, on average, attributes more than two peer-reviewed presentations and one peer-reviewed publication to program participation. Based on 15 years of evaluation data, five tenets associated with program success are outlined.
从1991年开始，威斯康星医学院（MCW）以初级保健为重点的教师发展项目不断发展，以确保教师的需求、机构优先事项和学术奖励结构之间保持紧密一致。借鉴有关学术成功所需核心能力的文献，并采用已证明能实现目标的教育方法，MCW最初每月为期1.5天的综合教师发展项目将教师培养成临床研究人员、领导者和教育工作者。随着机构优先事项和教师角色的转变，增加了每月为期半天的进阶教育项目，综合教师发展项目转变为目前每月为期半天的项目。该项目采用模块化方法，专门关注课程、教学、领导、评估和学习者评估方面的临床教育工作者能力。教学方法将互动式面对面课程与一系列教学策略相结合，同时通过电子学习平台支持课程期间的作业。所有参与者都要完成一个必修项目，该项目要满足部门需求，符合学术标准，并提交到同行评审论坛。到目前为止，已有超过115名教师参加了MCW的教师发展项目。15年来的项目评估为项目修订提供了指导，并清楚地证明了项目的影响。对1993年至1999年综合项目毕业生的纵向评估表明，88%的毕业生教育项目在项目完成后一年多得到实施并持续进行。自2001年以来，平均每位参与者将两项以上同行评审的报告和一篇同行评审的出版物归功于项目参与。基于15年的评估数据，概述了与项目成功相关的五个原则。
