测量纵向教师发展的影响：一项学术成就研究。

Measuring the Impact of Longitudinal Faculty Development: A Study of Academic Achievement.

机构信息

L.R. Newman is director of faculty education, Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center, and principal associate in medicine, Department of Medicine, Harvard Medical School, Boston, Massachusetts. S.R. Pelletier is senior project manager, Center for Evaluation at Harvard Medical School, Boston, Massachusetts. B.A. Lown is director of faculty development, Mount Auburn Hospital, medical director, Schwartz Center for Compassionate Healthcare, and associate professor of medicine, Harvard Medical School, Boston, Massachusetts.

出版信息

Acad Med. 2016 Dec;91(12):1676-1683. doi: 10.1097/ACM.0000000000001016.

DOI:10.1097/ACM.0000000000001016

PMID:26606720

Abstract

PURPOSE

Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School's (HMS's) Fellowship in Medical Education and evaluate attainment of its goals.

METHOD

In 2005 and 2009 the authors collected curricula vitae (CVs) and conducted within-subject analysis of 42 fellowship graduates and also conducted comparison analysis between 12 academic year 2005 fellows and 12 faculty who did not participate in the program. The authors identified 10 metrics of academic advancement. CV analysis for the 42 graduates started 2 years prior to fellowship enrollment and continued for 2-year intervals until June 2009 (10 years of data collection). CV analysis for the comparison group was from 2003 to 2009. The authors also analyzed association between gender and academic outcomes.

RESULTS

Fellowship graduates demonstrated significant changes in 4 of 10 academic metrics by the end of the fellowship year: academic promotion, educational leadership, education committees, and education funding. Two metrics-educational leadership and committees-showed increased outcomes two years post fellowship, with a positive trend for promotions. Fellowship graduates significantly outpaced the comparison group in 6 of 10 metrics. Women did significantly more committee work, secured more education funding, and were promoted more often than men.

CONCLUSIONS

Findings indicate that the HMS Fellowship in Medical Education meets programmatic goals and produces positive, measurable academic outcomes. Standardized evaluation metrics of longitudinal faculty development programs would aid cross-institutional comparisons.

摘要

目的

尽管过去二十年中医学教育领域的教师发展项目有所增加，但缺乏严格的项目评估。本研究旨在确定哈佛医学院（HMS）医学教育研究员的可量化成果，并评估其目标的实现情况。

方法

在 2005 年和 2009 年，作者收集了简历（CV），并对 42 名研究员进行了个体内分析，还对 2005 学年的 12 名研究员和未参加该项目的 12 名教师进行了比较分析。作者确定了 10 项学术进步指标。对 42 名毕业生的 CV 分析始于研究员入学前两年，并在 2009 年 6 月之前每两年进行一次（共 10 年数据收集）。对比较组的 CV 分析从 2003 年到 2009 年。作者还分析了性别与学术成果之间的关系。

结果

研究员在 Fellowship 学年结束时的 10 项学术指标中的 4 项发生了显著变化：学术晋升、教育领导力、教育委员会和教育经费。两项指标——教育领导力和委员会——在 Fellowship 结束后两年显示出更多的成果，晋升趋势积极。研究员在 10 项指标中的 6 项明显优于对照组。女性在委员会工作、获得更多教育经费和晋升方面的表现明显优于男性。