Gozu Aysegul, Windish Donna M, Knight Amy M, Thomas Patricia A, Kolodner Ken, Bass Eric B, Sisson Stephen D, Kern David E
Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA.
Med Educ. 2008 Jul;42(7):684-92. doi: 10.1111/j.1365-2923.2008.03090.x. Epub 2008 May 23.
There is an ongoing need for curriculum development (CD) in medical education. However, only a minority of medical teaching institutions provide faculty development in CD. This study evaluates the long-term impact of a longitudinal programme in curriculum development.
We surveyed eight cohorts of participants (n = 64) and non-participants (n = 64) from 1988 to 1996 at baseline and at 6-13 years after completion of a 10-month, one half-day per week programme offered annually, which included a mentored CD project, workshops on CD steps, a final paper and a presentation.
Fifty-eight participants (91%) and 50 non-participants (78%) returned completed follow-up surveys. In analyses, controlling for background characteristics and baseline self-rated proficiencies, participants were more likely than non-participants at follow-up to report having developed and implemented curricula in the past 5 years (65.5% versus 43.7%; odds ratio [OR] 2.41, 95% confidence interval [CI] 1.03-5.66), to report having performed needs assessment when planning a curriculum (86.1% versus 58.8%; OR 5.59, 95% CI 1.20-25.92), and to rate themselves highly in developing (OR 3.57, 95% CI 1.36-9.39), implementing (OR 3.04, 95% CI 1.16-7.93) and evaluating (OR 2.74, 95% CI 1.10-6.84) curricula. At follow-up, 86.2% of participants reported that the CD programme had made a moderate or great impact on their professional careers. Responses to an open-ended question on the impact confirmed continued involvement in CD work, confidence in CD skills, application of CD skills and knowledge beyond CD, improved time management, and lasting relationships formed because of the programme.
Our results suggest that a longitudinal faculty development programme that engages and supports faculty in real CD work can have long-lasting impact.
医学教育中持续需要课程开发（CD）。然而，只有少数医学教学机构提供课程开发方面的教师发展培训。本研究评估了一项课程开发纵向计划的长期影响。
我们对1988年至1996年的八组参与者（n = 64）和非参与者（n = 64）进行了基线调查，并在每年提供一次、为期10个月、每周半天的课程结束后的6至13年进行了随访调查。该课程包括一个有导师指导的课程开发项目、课程开发步骤研讨会、一篇期末论文和一次展示。
58名参与者（91%）和50名非参与者（78%）返回了完整的随访调查问卷。在分析中，在控制背景特征和基线自我评定能力后，与非参与者相比，参与者在随访时更有可能报告在过去5年中开发并实施了课程（65.5%对43.7%；优势比[OR] 2.41，95%置信区间[CI] 1.03 - 5.66），在规划课程时进行了需求评估（86.1%对58.8%；OR 5.59，95% CI 1.20 - 25.92），并且在课程开发（OR 3.57，95% CI 1.36 - 9.39）、实施（OR 3.04，95% CI 1.16 - 7.93）和评估（OR 2.74，95% CI 1.10 - 6.84）方面对自己评价很高。在随访时，86.2%的参与者报告称课程开发计划对他们的职业生涯产生了中等或很大的影响。对一个关于影响的开放式问题的回答证实了他们持续参与课程开发工作、对课程开发技能有信心、将课程开发技能和知识应用于课程开发之外的领域、改善了时间管理以及因该计划建立了持久的关系。
我们的结果表明，一项让教师参与并支持其实际课程开发工作的纵向教师发展计划可能会产生持久影响。
