Weinberger Steven
American College ofPhysicians, 190 N. Independence Mall West, Philadelphia, PA 19106, USA.
Trans Am Clin Climatol Assoc. 2009;120:239-48.
Academic faculty involved in medical education are set apart from educators in other fields by a different set of expectations and responsibilities. For a subgroup of such faculty, classified in this paper as clinician educators and educational leaders, their role as educators typically defines their primary academic contribution and mode of professional advancement. A variety of environmental factors, classified under the categories of changes in the healthcare system, changes in the educational environment, changes in the educational approach, and faculty pressures, present a series of challenges to these medical educators and to other teaching faculty at the beginning of the 21st century. Ten such factors are identified in this article, followed by a series of suggested approaches for addressing these environmental challenges.
参与医学教育的学术教员与其他领域的教育工作者有着不同的期望和责任。对于这类教员中的一个子群体，在本文中归类为临床教育工作者和教育领导者，他们作为教育工作者的角色通常决定了他们主要的学术贡献和职业发展模式。在21世纪初，各种环境因素，归类为医疗保健系统的变化、教育环境的变化、教育方法的变化和教员压力，给这些医学教育工作者和其他教学教员带来了一系列挑战。本文确定了十个这样的因素，随后提出了一系列应对这些环境挑战的建议方法。
