Office of Educational Development and Support, University of Oklahoma College of Medicine, Oklahoma City, OK 73126-0901, USA.
Med Educ Online. 2011 Apr 4;16. doi: 10.3402/meo.v16i0.5642.
The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme.
A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme.
Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10-584 hours) and length (<1 month-48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies.
The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships.
我们的研究目的是确定美国各地医学教育研究员的流行率、重点、时间投入、毕业要求和计划评估方法。医学教育研究员是指参与长期教师发展计划的单一医疗教学师资群体。
2005 年至 2006 年，我们向所有美国医学院（n=127）分发了一份 26 项的在线问卷。问卷询问每所学校是否有医学教育研究员以及研究员计划的特点。
近一半（n=55）参与学校（n=120，应答率 94.5%）报告有研究员。持续时间（10-584 小时）和长度（<1 个月-48 个月）各不相同；大多数专注于教学技能、学术传播和课程设计，并要求完成学术项目。大多数都收集了参与者的满意度；很少使用其他计划评估策略。
20 世纪 90 年代和 21 世纪初，医学教育研究员的数量迅速增加。在美国，计划在参与者特征和课程重点方面相似，但在完成要求方面是独特的。研究员收集的计划评估数据有限，表明需要更好的结果数据。这些结果为那些正在实施或修订现有的医学教育研究员提供了基准数据。
