Harvard Medical School, Boston, Massachusetts 02114, USA.
Acad Med. 2013 Mar;88(3):343-8. doi: 10.1097/ACM.0b013e318280cb7b.
Serious deficits in health care education have been identified recently, yet proposed solutions call for faculty skill sets not typically developed in health professional schools or in continuing professional development (CPD) programs. The authors propose that addressing the oft-cited problems in health care education (e.g., it is not learner-centered and does not take advantage of insights gained from the learning sciences) requires faculty to develop "innovator's skills" including the ability to facilitate organizational change. Given increased social responsibilities and decreased financial resources, it is imperative that more health care educators and health care delivery system leaders not only become innovators themselves but also develop systems that support the next generation of innovators. Dyer et al conducted a comprehensive study of successful innovators and found five behavioral and cognitive "discovery" skill sets that constitute the "innovator's DNA": associating, questioning, observing, networking, and experimenting. This article uses the prism of innovator's DNA to examine a CPD program for health care educators, the Harvard Macy Institute (HMI), whose overarching purpose is to develop innovation skills in participants so that they can build their own educational models customized for implementing changes in their home institutions. A retrospective review of HMI alumni from 1995 to 2010 suggests that innovator skills can be taught and applied. The conceptual framework of the innovator's DNA provides a useful model for other CPD program leaders seeking to enable health care educators to develop the capacity for successfully examining problems and then customizing and implementing organizational change to solve them.
最近，人们发现医疗保健教育存在严重的缺陷，但提出的解决方案要求教师具备通常在健康专业学校或继续教育（CPD）项目中未开发的技能。作者提出，要解决医疗保健教育中经常被提到的问题（例如，它不是以学习者为中心的，也没有利用从学习科学中获得的见解），教师需要培养“创新者技能”，包括促进组织变革的能力。鉴于社会责任的增加和财政资源的减少，越来越多的医疗保健教育者和医疗保健提供系统的领导者不仅要自己成为创新者，还要建立支持下一代创新者的系统，这一点至关重要。Dyer 等人对成功的创新者进行了全面研究，发现了构成“创新者 DNA”的五种行为和认知“发现”技能：联想、质疑、观察、网络和实验。本文利用创新者 DNA 的棱镜来检查医疗保健教育者的 CPD 计划，即哈佛 Macy 研究所（HMI），其首要目的是培养参与者的创新技能，以便他们能够为自己的机构建立适合实施变革的教育模式。对 1995 年至 2010 年 HMI 校友的回顾性审查表明，创新者技能可以教授和应用。创新者 DNA 的概念框架为其他寻求使医疗保健教育者有能力成功检查问题，然后定制和实施组织变革以解决问题的 CPD 项目领导者提供了一个有用的模型。
