Knight Amy M, Carrese Joseph A, Wright Scott M
Johns Hopkins Bayview Medical Center, Baltimore, MD 21230, USA.
Med Educ. 2007 Jun;41(6):592-600. doi: 10.1111/j.1365-2923.2007.02770.x.
The long-term impact of faculty development programmes (FDPs) is poorly understood, and most assessments of them have been quantitative in nature.
This study aimed to use qualitative methods to better understand the long-term impact of an FDP in teaching skills (FDP/TS).
A survey was carried out in July 2002 of the 242 faculty members and fellows who had participated in a 9-month FDP/TS at any time from 1987 through 2000. The survey included 2 quantitative questions and an open-ended qualitative question about the impact of the programme on the participants' professional and personal lives.
A total of 200 past participants (83%) responded to the survey. Participants from early and recent cohorts were similarly represented. In all, 82% of respondents said programme participation had had 'a moderate' or 'a lot' of impact on their professional life, and 49% said their personal life had been affected to this degree. Four major domains, each containing at least 3 subcategories, emerged from qualitative analysis. The domain intrapersonal development included changes participants reported in themselves and in their approach to self-management. Interpersonal development contained subcategories relating to how participants interact with others. Subcategories in the domain development as a teacher related to increased teaching ability and enjoyment. The domain career development included professional growth and career opportunities attributed to programme participation.
Longitudinal FDPs can have broad and sustained positive effects on the professional and personal lives of participants. Qualitative evaluation methods may result in a richer and deeper understanding of the impact of these programmes.
人们对教师发展项目（FDPs）的长期影响了解甚少，并且大多数对其评估本质上都是定量的。
本研究旨在运用定性方法，以更好地理解教学技能教师发展项目（FDP/TS）的长期影响。
2002年7月对1987年至2000年期间任何时间参加过为期9个月的FDP/TS的242名教员和研究员进行了一项调查。该调查包括两个定量问题和一个关于该项目对参与者职业和个人生活影响的开放式定性问题。
共有200名过去的参与者（83%）回复了调查。早期和近期参与者群体的代表性相似。总体而言，82%的受访者表示参与该项目对他们的职业生活有“中等”或“很大”影响，49%的受访者表示他们的个人生活也受到了这种程度的影响。定性分析得出了四个主要领域，每个领域至少包含3个子类别。个人内部发展领域包括参与者报告的自身以及自我管理方式的变化。人际发展包含与参与者如何与他人互动相关的子类别。作为教师的发展领域中的子类别与教学能力和乐趣的增加有关。职业发展领域包括因参与该项目而带来的职业成长和职业机会。
纵向的FDPs可以对参与者的职业和个人生活产生广泛而持续的积极影响。定性评估方法可能会使人们对这些项目的影响有更丰富和更深入的理解。
