Gruppen Larry D, Simpson Deborah, Searle Nancy S, Robins Lynne, Irby David M, Mullan Patricia B
Department of Medical Education, University of Michigan Medical School, Ann Arbor, Michigan 48109-0201, USA.
Acad Med. 2006 Nov;81(11):990-4. doi: 10.1097/01.ACM.0000242572.60942.97.
The trend toward intensive faculty development programs has been driven by a variety of factors, including institutional needs for educational expertise and leadership, as well as individual faculty members' motivation to augment their educational expertise, teaching skills, and leadership skills. The nine programs described in this issue possess several common features that can be ascribed to shared perceptions of pervasive needs coupled with feasible educational resources and strategies to meet these needs. All programs identify a clear set of goals and objectives for their respective curricula. Curriculum domains include not only teaching skills but also educational research, curriculum development, and educational leadership. In spite of many similarities, each program reflects the unique character of its home institution, the faculty, educational resources, and the specific goals of the program. Each program has documented gains in such key outcomes as participant promotions, new leadership positions both locally and nationally, and scholarly productivity in the form of peer-reviewed papers and presentations. Evidence of institutional benefits includes the production of innovative curricula and a pool of educational leaders. The programs have also developed a community of knowledgeable scholars who interact with each other and serve as a catalyst for continuing change and educational improvement. Although each program was developed largely independently of the others, the common elements in their design provide opportunities to evaluate collaboratively the successful aspects of such programs and to share ideas and resources for program curricula between existing programs and with institutions considering implementing new programs.
强化教师发展项目的趋势受到多种因素的推动，包括机构对教育专业知识和领导力的需求，以及教师个人提升其教育专业知识、教学技能和领导技能的动机。本期介绍的九个项目具有几个共同特征，这些特征可归因于对普遍需求的共同认知，以及满足这些需求的可行教育资源和策略。所有项目都为各自的课程确定了一套明确的目标。课程领域不仅包括教学技能，还包括教育研究、课程开发和教育领导力。尽管有许多相似之处，但每个项目都反映了其所在机构、教师、教育资源以及项目具体目标的独特性质。每个项目都记录了在诸如参与者晋升、在本地和全国担任新的领导职位以及以同行评审论文和报告形式体现的学术产出等关键成果方面的收获。机构受益的证据包括创新课程的产生和一批教育领导者。这些项目还培养了一个知识渊博的学者群体，他们相互交流，并成为持续变革和教育改进的催化剂。尽管每个项目在很大程度上是独立开发的，但它们设计中的共同要素为合作评估此类项目的成功方面以及在现有项目之间以及与考虑实施新项目的机构分享项目课程的想法和资源提供了机会。
