Tallett Susan, Lingard Lorelei, Leslie Karen, Pirie Jonathan, Jefferies Ann, Spero Lawrence, Schneider Rayfel, Hilliard Robert, Rosenfield Jay, Hellmann Jonathan, Mian Marcellina, Hurley Jennifer
University of Toronto, Canada.
Med Teach. 2008;30(3):296-301. doi: 10.1080/01421590701852658.
Teaching is an important professional role for most faculty members in academic health sciences centres. Careful delineation of educational workload is needed to foster and reward teaching efforts, and to facilitate equitable allocation of resources.
To promote recognition in teaching and facilitate equitable resource allocation, we developed, piloted, and qualitatively assessed a tool for delineating the educational workload of pediatric faculty in an academic health sciences centre.
A prototype educational workload measurement tool was developed. Between 2002 and 2004, three successive phases of pilot implementation were conducted to (1) assess the face validity of the tool, (2) assess its feasibility, and (3) develop and assess the feasibility of a PDA (Personal Digital Assistant) version. Participants were interviewed regarding strengths, weaknesses, and barriers to completion. Data were analyzed for recurrent themes.
Faculty found that the tool was usable and represented a broad range of educational activities. The PDA format was easier to use and better received. Technical support would be imperative for long-term implementation. The greatest barriers to implementation were skepticism about the purpose of the tool and concerns that it would promote quantity over quality of teaching.
We developed a usable tool to capture data on the diverse educational workload of pediatric faculty. PDA technology can be used to facilitate collection of workload data. Faculty skepticism is an important barrier that should be addressed in future work.
对于学术健康科学中心的大多数教员而言，教学是一项重要的专业职责。需要仔细划分教育工作量，以促进和奖励教学工作，并推动资源的公平分配。
为了促进对教学的认可并推动资源公平分配，我们开发、试用并对一种用于划分学术健康科学中心儿科教员教育工作量的工具进行了定性评估。
开发了一个教育工作量测量工具的原型。在2002年至2004年期间，进行了三个连续阶段的试点实施，以（1）评估该工具的表面效度，（2）评估其可行性，以及（3）开发并评估个人数字助理（PDA）版本的可行性。就该工具的优点、缺点和完成过程中的障碍对参与者进行了访谈。对数据进行分析以找出反复出现的主题。
教员们发现该工具可用，且涵盖了广泛的教育活动。PDA格式更易于使用且更受欢迎。长期实施需要技术支持。实施过程中最大的障碍是对该工具目的的怀疑以及担心它会促进教学的数量而非质量。
我们开发了一种可用工具来获取有关儿科教员多样化教育工作量的数据。PDA技术可用于促进工作量数据的收集。教员的怀疑是一个重要障碍，应在未来的工作中加以解决。
