Department of Pediatrics, Academy of Distinguished Educators, Faculty Development and Recognition, Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, Texas 77030, USA.
Acad Med. 2010 Jan;85(1):48-56. doi: 10.1097/ACM.0b013e3181c4846b.
Academies of medical educators can be defined as formal organizations of academic teaching faculty recognized for excellence in their contributions to their school's education mission and who, as a group, serve specific needs of the institution. The authors studied the characteristics of academies, including the processes for admission, selection, and retention of academy members; the types of faculty who are academy members; program goals; benefits offered by academies to the individual and to the institution; funding sources and amounts; and the rapid increase in academies since 2003.
In 2008, the authors sent an online questionnaire to 127 U.S. medical schools. Responses were analyzed using descriptive statistics. To determine differences between groups, multivariate analysis of variance was performed. Correlation analysis (Pearson r) was used to identify association between variables. Effect size was determined using eta squared (eta2).
Thirty-six of the 122 responding schools (96% response rate) reported having academies; 21 schools had initiated academies since 2003, and 33 schools were planning or considering academies. There was a statistically significant difference between academies established before 2004 and in 2004 regarding benefits offered to individuals, membership terms and maintenance requirements, and goals.
Rogers' theory of the diffusion of innovation may explain the recent spread of academies. When beginning or reexamining existing academy programs, institutions should consider goals, application process, benefits offered to members as well as the institution, expendable resources, and means of support, because the final product depends on the choices made at the beginning.
医学教育者学会可被定义为因其对学校教育使命的贡献而获得认可的学术教学教师的正式组织，他们作为一个团体，满足机构的特定需求。作者研究了学会的特点，包括学会成员的入会、选拔和留任程序；成为学会成员的教师类型；项目目标；学会为个人和机构提供的福利；资金来源和金额；以及自 2003 年以来学会数量的快速增长。
2008 年，作者向 127 所美国医学院校发送了一份在线问卷。使用描述性统计方法分析了答复。为了确定组间的差异，进行了多元方差分析。使用皮尔逊 r 相关分析确定变量之间的关联。使用 eta 平方（eta2）确定效应大小。
在 122 所回复的学校中，有 36 所（96%的回复率）报告有学会；自 2003 年以来，有 21 所学校成立了学会，有 33 所学校正在计划或考虑成立学会。在 2004 年之前和 2004 年成立的学会之间，提供给个人的福利、会员任期和维持要求以及目标存在统计学上的显著差异。
罗杰斯的创新扩散理论可以解释学会最近的传播。在开始或重新审查现有的学会项目时，机构应该考虑目标、申请流程、向成员和机构提供的福利、可支配资源以及支持手段，因为最终产品取决于开始时的选择。
