Glicken Anita Duhl, Merenstein Gerald B
University of Colorado at Denver and Health Sciences Center, Aurora, CO 80045-0508, USA.
Med Teach. 2007 Feb;29(1):54-7. doi: 10.1080/01421590601182602.
Several authors agree that student observations of behaviors are a far greater influence than prescriptions for behavior offered in the classroom. While these authors stress the importance of modeling of professional relationships with patients and colleagues, at times they have fallen short of acknowledging the importance of the values inherent in the role of the professional educator. This includes relationships and concomitant behaviors that stem from the responsibilities of being an educator based on expectations of institutional and societal culture. While medical professionals share standards of medical practice in exercising medical knowledge, few have obtained formal training in the knowledge, skills and attitudes requisite for teaching excellence. Attention needs to be paid to the professionalization of medical educators as teachers, a professionalization process that parallels and often intersects the values and behaviors of medical practice but remains a distinct and important body of knowledge and skills unto itself. Enhancing educator professionalism is a critical issue in educational reform, increasing accountability for meeting student needs. Assumptions regarding educator professionalism are subject to personal and cultural interpretation, warranting additional dialogue and research as we work to expand definitions and guidelines that assess and reward educator performance.
几位作者一致认为，学生对行为的观察所产生的影响远比课堂上给出的行为规范要大得多。虽然这些作者强调与患者和同事建立专业关系的示范作用的重要性，但有时他们未能认识到专业教育者角色所固有的价值观的重要性。这包括基于机构和社会文化期望而产生的、源于教育者职责的人际关系和相应行为。虽然医学专业人员在运用医学知识方面有共同的医疗实践标准，但很少有人接受过关于卓越教学所需的知识、技能和态度的正规培训。需要关注医学教育者作为教师的专业化，这一专业化过程与医学实践的价值观和行为并行且常常相互交叉，但本身仍是一个独特且重要的知识和技能体系。提高教育者的专业素养是教育改革中的一个关键问题，这增加了满足学生需求的责任。关于教育者专业素养的假设会受到个人和文化解读的影响，在我们努力扩展评估和奖励教育者表现的定义及指导方针时，需要进行更多的对话和研究。
