Srinivasan Malathi, Pratt Daniel D, Collins John, Bowe Constance M, Stevenson Frazier T, Pinney Stephen J, Wilkes Michael S
Department of Internal Medicine, University of California, Davis School of Medicine, Sacramento, CA 95833, USA.
Acad Psychiatry. 2007 Nov-Dec;31(6):452-64. doi: 10.1176/appi.ap.31.6.452.
At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education's complexity, and improve educators' effectiveness as regional/national leaders.
The UCD Teaching Scholars Program is a half-year course, comprised of 24 weekly half-day small group sessions, for faculty in the School of Medicine and Veterinary Medicine. The program's philosophical framework was centered on personal reflection to enhance change: 1) understanding educational theory to build metacognitive bridges, 2) diversity of perspectives to broaden horizons, 3) colleagues as peer teachers to improve interactive experiences, and 4) reciprocal process of testing theory and examining practice to reinforce learning. The authors describe the program development (environmental analysis, marketing, teaching techniques), specific challenges, and failed experiments. The authors provide examples of interactive exercises used to enhance curricular content. The authors enrolled 7-10 faculty per year, from a diverse pool of current and near-future educational leaders.
Four years of Teaching Scholars participants were surveyed about program experiences and short/longer term outcomes. Twenty-six (76%) respondents reported that they were very satisfied with the course (4.6/5), individual curricular blocks (4.2-4.6), and other faculty (4.7). They described participation barriers/facilitators. Participants reported positive impact on their effectiveness as educators (100%), course directors (84%), leaders (72%), and educational researchers (52%). They described specific acquired attitudes, knowledge, and skills. They described changes in their approach to education/career changed based on program participation. Combining faculty from different educational backgrounds significantly broadened perspectives, leading to greater/new collaboration.
Developing a cadre of master educators requires careful program planning, implementation, and program/participant evaluation. Based on participant feedback, our program was a success at stimulating change. This open assessment of programmatic strengths and weaknesses may provide a template for other medical institutions that seek to enhance their institutional educational mission.
在加利福尼亚大学戴维斯分校（UCD），作者们试图建立一个由善于反思的教育领导者组成的机构网络。作者们希望增进教师对医学教育复杂性的理解，并提高教育工作者作为地区/国家领导者的效能。
UCD教学学者项目是一门为期半年的课程，由24次每周半天的小组会议组成，面向医学院和兽医学院的教师。该项目的哲学框架以个人反思促进变革为核心：1）理解教育理论以建立元认知桥梁；2）视角多样性以拓宽视野；3）同事作为同伴教师以改善互动体验；4）检验理论与审视实践的相互过程以强化学习。作者们描述了项目开发（环境分析、推广、教学技巧）、具体挑战及失败的尝试。作者们提供了用于丰富课程内容的互动练习示例。作者们每年从当前及未来的各类教育领导者中招收7至10名教师。
对参加教学学者项目四年的参与者就项目体验及短期/长期成果进行了调查。26名（76%）受访者表示对课程（4.6/5）、各课程模块（4.2 - 4.6）及其他教师（4.7）非常满意。他们描述了参与的障碍/促进因素。参与者报告称该项目对其作为教育工作者（100%）、课程主任（84%）、领导者（72%）及教育研究者（52%）的效能产生了积极影响。他们描述了具体获得的态度、知识和技能。他们描述了基于项目参与，其教育/职业方式发生的变化。将来自不同教育背景的教师组合在一起显著拓宽了视野，带来了更多/新的合作。
培养一批优秀教育工作者需要精心的项目规划、实施以及项目/参与者评估。基于参与者的反馈，我们的项目在激发变革方面取得了成功。这种对项目优缺点的公开评估可能为其他寻求加强其机构教育使命的医疗机构提供一个模板。
