Center for Medical Imaging-North East Netherlands, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
Acad Med. 2013 Mar;88(3):398-404. doi: 10.1097/ACM.0b013e318280d9db.
To examine the impact of social networks and a two-day faculty development course on clinical supervisors' adoption of an educational innovation.
During 2007-2010, 571 residents and 613 clinical supervisors in four specialties in the Netherlands were invited to complete a Web-based questionnaire. Residents rated their clinical supervisors' adoption of an educational innovation, the use of structured and constructive (S&C) feedback. Clinical supervisors self-assessed their adoption of this innovation and rated their communication intensity with other clinical supervisors in their department. For each supervisor, a centrality score was calculated, representing the extent to which the supervisor was connected to departmental colleagues. The authors analyzed the effects of supervisor centrality and participation in a two-day Teach-the-Teacher course on the degree of innovation adoption using hierarchical linear modeling, adjusting for age, gender, and attitude toward the S&C feedback innovation.
Respondents included 370 (60%) supervisors and 357 (63%) residents. Although Teach-the-Teacher course participation (n=172; 46.5%) was significantly related to supervisors' self-assessments of adoption (P=.001), it had no effect on residents' assessments of supervisors' adoption (P=.371). Supervisor centrality was significantly related to innovation adoption in both residents' assessments (P=.023) and supervisors' self-assessments (P=.024).
A clinical supervisor's social network may be as important as faculty development course participation in determining whether the supervisor adopts an educational innovation. Faculty development initiatives should use faculty members' social networks to improve the adoption of educational innovations and help build and maintain communities of practice.
考察社交网络和为期两天的教师发展课程对临床导师采用教育创新的影响。
在 2007-2010 年期间，荷兰四个专业的 571 名住院医师和 613 名临床导师受邀完成了一项基于网络的问卷调查。住院医师对其临床导师采用教育创新的情况、使用结构化和建设性（S&C）反馈的情况进行了评价。临床导师自我评估了他们对这一创新的采用情况，并对他们在部门内与其他临床导师的沟通强度进行了评价。对于每位导师，计算了一个中心度得分，代表导师与部门同事联系的程度。作者使用分层线性模型分析了导师中心度和参加为期两天的“教教师”课程对创新采用程度的影响，调整了年龄、性别和对 S&C 反馈创新的态度。
受访者包括 370 名（60%）导师和 357 名（63%）住院医师。虽然“教教师”课程的参与（n=172；46.5%）与导师对采用的自我评估显著相关（P=.001），但对住院医师对导师采用的评估没有影响（P=.371）。导师的中心度与住院医师评估（P=.023）和导师自我评估（P=.024）中的创新采用均显著相关。
临床导师的社交网络可能与教师发展课程的参与一样，对决定导师是否采用教育创新至关重要。教师发展计划应利用教师的社交网络，提高教育创新的采用率，并帮助建立和维持实践社区。
