Riesenberg Lee Ann, Little Brian W, Wright Vaughn
Medical Education Research and Outcomes, Christiana Care Health System, Newark, Delaware 19718, USA.
Acad Med. 2009 Aug;84(8):1078-88. doi: 10.1097/ACM.0b013e3181ad1a05.
Designing, implementing, and evaluating high-quality, relevant education for physicians is of great importance. The purpose of this study was to describe the historical development of nonphysician medical educators, including health care professionals working in this role, and to develop a job description resource.
In 2007, the authors conducted a historical content analysis and literature review to identify resources relevant to the early historical development of nonphysician medical educators. Also in 2007, they carried out a thorough review of the English-language literature, 1950-2007, to describe nonphysician health care professionals working as medical educators. To investigate job descriptions, the authors studied job boards of associations and medical education listservs, July 2006 to November 2007.
Nonphysician educators have participated effectively in physicians' learning for more than 80 years. Their popularity has grown exponentially in the last 15 years, as have the numbers of master's-in-medical-education degree programs. The nonphysician medical educator can provide essential help to the overtaxed physician educator in many facets of the educational process, such as educational theory; curriculum design, validation, and evaluation; clinical instruction; and medical education research. The study of job descriptions yielded 237 distinctly different duties in 17 categories.
The nonphysician medical educator will never replace the physician educator. However, as team training, interdisciplinary education, and the general competencies become the norm, the need for the nonphysician medical educator will increase. The authors believe the use of nonphysician medical educators offers a way to improve the quality of physician clinical education while controlling costs. They also recommend areas for future research.
为医生设计、实施并评估高质量且相关的教育至关重要。本研究的目的是描述非医生医学教育工作者的历史发展，包括担任此角色的医疗保健专业人员，并开发一份职位描述资源。
2007年，作者进行了历史内容分析和文献综述，以确定与非医生医学教育工作者早期历史发展相关的资源。同样在2007年，他们对1950年至2007年的英文文献进行了全面综述，以描述担任医学教育工作者的非医生医疗保健专业人员。为了调查职位描述，作者研究了2006年7月至2007年11月期间协会的招聘板块和医学教育邮件列表。
非医生教育工作者已经有效地参与医生学习超过80年。在过去15年中，他们的受欢迎程度呈指数级增长，医学教育硕士学位项目的数量也是如此。非医生医学教育工作者可以在教育过程的许多方面为负担过重的医生教育工作者提供重要帮助，如教育理论；课程设计、验证和评估；临床教学；以及医学教育研究。对职位描述的研究产生了17个类别中的237项明显不同的职责。
非医生医学教育工作者永远不会取代医生教育工作者。然而，随着团队培训、跨学科教育和一般能力成为常态，对非医生医学教育工作者的需求将会增加。作者认为，使用非医生医学教育工作者提供了一种在控制成本的同时提高医生临床教育质量的方法。他们还推荐了未来研究的领域。
