Steinert Yvonne, McLeod Peter J
Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada.
Acad Med. 2006 Nov;81(11):969-74. doi: 10.1097/01.ACM.0000242593.29279.be.
The Teaching Scholars Program for Educators in the Health Sciences at McGill University, in Montreal, Quebec, was designed to promote the professional development of health science educators by increasing their expertise in developing and implementing educational programs and taking on leadership roles in education. This program, which was initiated in 1997 and is tailored to the individual needs of the participants, consists of participation in: two university courses; a monthly seminar; a research study or an educational project, consisting of curriculum design and evaluation; and faculty-wide faculty development activities. As of 2006, 34 scholars have completed this program. Outcome data indicate that the majority of teaching scholars have taken on new roles and responsibilities in medical education; maintained the changes implemented in their teaching practices; continued to participate in faculty development activities; and presented their work at educational meetings. A number of scholars have also applied successfully for educationally related grants and have published their educational projects. Five of the scholars have pursued advanced studies. This program, which aims to move beyond the improvement of teaching skills by providing a foundation for educational leadership and scholarship, resembles many others in its emphasis on independent study, peer support, and the maintenance of ongoing responsibilities. It is innovative in that scholars participate in university courses and are encouraged to attend an "outside" conference or course. The overall benefits of this program, as noted by the scholars, include increased knowledge and skills, introduction to a "community of practice," and new career paths and opportunities.
位于魁北克省蒙特利尔市的麦吉尔大学健康科学教育工作者教学学者项目，旨在通过提升健康科学教育工作者在开发和实施教育项目方面的专业知识以及在教育领域担任领导角色，来促进他们的职业发展。该项目始于1997年，根据参与者的个人需求量身定制，包括参加两门大学课程、每月一次的研讨会、一项研究或一个教育项目（包括课程设计和评估）以及全校范围的教师发展活动。截至2006年，已有34位学者完成了该项目。成果数据表明，大多数教学学者在医学教育中承担了新的角色和职责；维持了他们教学实践中实施的变革；继续参与教师发展活动；并在教育会议上展示了他们的工作。一些学者还成功申请了与教育相关的资助，并发表了他们的教育项目成果。其中五位学者继续深造。该项目旨在通过为教育领导力和学术研究奠定基础，超越教学技能的提升，在强调自主学习、同伴支持和持续履行职责方面与许多其他项目类似。其创新之处在于学者们参与大学课程，并被鼓励参加“外部”会议或课程。学者们指出，该项目的总体益处包括知识和技能的增加、融入“实践社区”以及新的职业道路和机会。
