Lown Beth A, Newman Lori R, Hatem Charles J
Department of Medicine, Mount Auburn Hospital, Cambridge, Massachusetts 02138, USA.
Acad Med. 2009 Aug;84(8):1089-97. doi: 10.1097/ACM.0b013e3181ad1635.
Faculty development is essential to fostering excellence in medical education and desired learning outcomes. Little is known, however, about the personal and professional impact of faculty development programs on participants, learners, and institutions. We explored the perspectives of medical education fellowship graduates on their skills, self-perceptions, participation in learning communities, and reflective practice. We also explored the results of the implementation of a scholarly medical education project.
The study was a qualitative analysis of semistructured interviews with 40 faculty from multiple disciplines who, between 1999 and 2005, had completed a yearlong fellowship in medical education.
Through qualitative analysis, we identified 11 themes. Study participants described postfellowship changes in knowledge, self-perceptions, and behaviors and institutional changes that resulted from education projects. With a foundation of principles and skills, the Fellows' confidence and identity as educators were strengthened by their sense of self-efficacy, others' perceptions of their credibility, and support from a community of peers and mentors. This change affected the graduates' professional career trajectories.
Common themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills, protected time, a supportive learning environment, relationships with peers and mentors, validation of educational expertise by others, community building and networking, and emphasis on self-reflection and awareness are essential elements of faculty fellowships in medical education. This analysis suggests that these elements foster the evolution of identity, confidence, and self-efficacy among fellowship graduates. This personal development promotes the professional development of the medical educator.
教师发展对于促进医学教育的卓越以及实现预期的学习成果至关重要。然而，关于教师发展项目对参与者、学习者和机构的个人及职业影响，我们知之甚少。我们探讨了医学教育奖学金获得者对其技能、自我认知、参与学习社区及反思性实践的看法。我们还探讨了一项学术性医学教育项目的实施结果。
本研究是对40名来自多个学科的教师进行半结构化访谈的定性分析，这些教师在1999年至2005年间完成了为期一年的医学教育奖学金项目。
通过定性分析，我们确定了11个主题。研究参与者描述了奖学金项目结束后知识、自我认知和行为方面的变化，以及教育项目带来的机构变化。在原则和技能的基础上，学员作为教育者的信心和身份认同因自我效能感、他人对其可信度的认知以及来自同行和导师群体的支持而得到增强。这种变化影响了毕业生的职业发展轨迹。
本研究及其他研究中的共同主题表明，增强医学教育知识和教学技能、有保障的时间、支持性的学习环境、与同行和导师的关系、他人对教育专业知识的认可、社区建设和网络建设，以及强调自我反思和自我认知，是医学教育教师奖学金项目的关键要素。该分析表明，这些要素促进了奖学金获得者身份认同、信心和自我效能感的演变。这种个人发展推动了医学教育工作者的职业发展。
