临床教学改进：斯坦福教师发展计划的可转移性。

Clinical teaching improvement: The transportability of the Stanford Faculty Development Program.

机构信息

Uppsala University Hospital, Sweden.

出版信息

Med Teach. 2009 Aug;31(8):e377-82. doi: 10.1080/01421590802638055.

DOI:10.1080/01421590802638055

PMID:19811202

Abstract

BACKGROUND

The Stanford Faculty Development Center (SFDC) at Stanford University developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. We were curious to see if cultural factors might influence the applicability and impact of the course when delivered to non-American participants by a facilitator from that culture.

METHODS

A Swedish anaesthesiologist at Uppsala University Hospital, Sweden, was trained in October 2004 at Stanford University. From January 2005 to March 2007 he delivered five faculty development seminar series at Uppsala University Hospital to 40 physicians from different departments. Participants rated the usefulness of the seminar series and retrospective pre- and post-seminar ratings were used to assess effects on participants' teaching skills and behaviours.

RESULTS

Participants rated the seminars as highly useful (M = 4.8, SD = 0.4). Participants' ratings of their teaching ability indicated significant increases across a variety of clinical and non-clinical teaching settings (p < 0.001), and positive changes in teaching behaviours were found for all seven educational categories assessed (p < 0.001).

CONCLUSIONS

This faculty development model is highly transportable to medical teachers in Sweden, and capable of producing positive results, consistent with those found in the United States.

摘要

背景

斯坦福大学的斯坦福教师发展中心（SFDC）为医学教师开发了一门教学改进课程，该课程采用培训师模式广泛传播。我们很好奇，当一位来自该文化的培训师向非美国参与者传授这门课程时，文化因素是否会影响课程的适用性和影响力。

方法

一位来自瑞典乌普萨拉大学医院的瑞典麻醉师于 2004 年 10 月在斯坦福大学接受培训。从 2005 年 1 月到 2007 年 3 月，他在乌普萨拉大学医院为来自不同科室的 40 名医生举办了五期教师发展研讨会系列。参与者对研讨会系列的有用性进行了评分，并对会前和会后的回顾性评分进行了评估，以评估对参与者教学技能和行为的影响。