Centre for Medical Education, Faculty of Medicine, McGill University, Lady Meredith House, 1110 Pine Ave. West, Montreal, QC H3A 1A3 Canada.
Perspect Med Educ. 2012 Mar;1(1):31-42. doi: 10.1007/s40037-012-0006-3. Epub 2012 Feb 10.
Faculty development has a key role to play in individual and organizational development. This perspective on faculty development, which builds on the 2020 Vision of Faculty Development Across the Medical Education Continuum Conference and the First International Conference on Faculty Development in the Health Professions, describes six recommendations that we should consider as the field of faculty development moves forward: grounding faculty development in a theoretical framework; broadening the focus of faculty development to address the various roles that clinicians and basic scientists play; recognizing the role that faculty development can play in promoting curricular and organizational change; expanding our notion of how faculty members develop and moving beyond formal, structured activities to incorporate notions of work-based learning and communities of practice; making faculty development an expectation for all faculty members; and promoting scholarship in faculty development to ensure that research informs practice. Looking ahead, we should also consider strategies for leading change, collaborate across institutions and international borders, and work together to share lessons learned in research and practice.
教师发展在个人和组织发展中起着关键作用。这种以医学教育连续体会议 2020 愿景和第一届国际卫生专业人员教师发展会议为基础的教师发展观，提出了六项建议，我们应该在教师发展领域向前发展时考虑这些建议：将教师发展建立在理论框架上；拓宽教师发展的重点，以解决临床医生和基础科学家所扮演的各种角色；认识到教师发展在促进课程和组织变革方面可以发挥的作用；扩大我们对教师发展的理解，超越正式的、结构化的活动，纳入基于工作的学习和实践社区的概念；使教师发展成为所有教师的期望；并促进教师发展方面的学术研究，以确保研究为实践提供信息。展望未来，我们还应考虑领导变革的策略、跨机构和国际边界合作，并共同努力分享研究和实践中的经验教训。
