Hendricson William D, Anderson Eugene, Andrieu Sandra C, Chadwick D Gregory, Cole James R, George Mary C, Glickman Gerald N, Glover Joel F, Goldberg Jerold S, Haden N Karl, Kalkwarf Kenneth L, Meyerowitz Cyril, Neumann Laura M, Pyle Marsha, Tedesco Lisa A, Valachovic Richard W, Weaver Richard G, Winder Ronald L, Young Stephen K
ADEA Commission on Change and Innovation in Dental Education, Educational and Faculty Development, University of Texas Health Science Center at San Antonio Dental School, 7703 Floyd Curl Drive, San Antonio, TX 78229, USA.
J Dent Educ. 2007 Dec;71(12):1513-33.
Academic dentists and members of the practice community have been hearing, for more than a decade, that our educational system is in trouble and that the profession has lost its vision and may be wavering in the achievement of its goals. A core of consistently recommended reforms has framed the discussion of future directions for dental education, but as yet, most schools report little movement toward implementation of these reforms in spite of persistent advocacy. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in efforts to introduce new curricular approaches and modify the educational environment in academic dentistry. Analyses of the outcomes of efforts to revise health professions curricula have identified the availability and effectiveness of faculty development as a predictor of the success or failure of reform initiatives. This article will address faculty development for purposes of enhancing teaching effectiveness and preparing instructors for potential new roles associated with curriculum changes. Its overall purpose is to provide information and insights about faculty development that may be useful to dental schools in designing professional growth opportunities for their faculty. Seven questions are addressed: 1) What is faculty development? 2) How is faculty development accomplished? 3) Why is faculty development particularly important in dental education? 4) What happens when faculty development does not accompany educational reform? 5) Why are teaching attitudes and behaviors so difficult to change? 6) What outcomes can be expected from faculty development? and 7) What does the available evidence tell us about the design of faculty development programs? Evidence from systematic reviews pertaining to the teaching of evidence-based dentistry, strategies for continuing professional education, and the Best Evidence in Medical Education review of faculty development outcomes are presented to answer this question: does faculty development enhance teaching effectiveness? Characteristics consistently associated with effective faculty development are described.
十几年来，学术型牙医和行业界人士一直听闻，我们的教育体系存在问题，该行业已失去愿景，在实现目标方面可能摇摆不定。一系列始终被推荐的改革核心内容构成了牙科教育未来方向的讨论框架，但尽管不断有人倡导，目前大多数学校报告称在实施这些改革方面进展甚微。人们普遍认为，提供与教学和评估策略相关的教师发展是引入新的课程方法和改变学术牙科教育环境的关键要素。对健康职业课程修订成果的分析表明，教师发展的可用性和有效性是改革举措成败的一个预测指标。本文将探讨教师发展，以提高教学效果，并让教师为与课程变革相关的潜在新角色做好准备。其总体目的是提供有关教师发展的信息和见解，这可能对牙科学院为其教师设计职业发展机会有用。文中探讨了七个问题：1）什么是教师发展？2）教师发展如何实现？3）为什么教师发展在牙科教育中尤为重要？4）当教师发展不伴随教育改革时会发生什么？5）为什么教学态度和行为如此难以改变？6）教师发展可以预期产生什么结果？7）现有证据告诉我们关于教师发展项目的设计是什么？本文呈现了来自系统评价的证据，这些评价涉及循证牙科教学、继续职业教育策略以及医学教育最佳证据对教师发展成果的评价，以回答这个问题：教师发展是否能提高教学效果？文中描述了与有效的教师发展始终相关的特征。
