Steinert Yvonne, Mann Karen, Anderson Brownell, Barnett Bonnie Maureen, Centeno Angel, Naismith Laura, Prideaux David, Spencer John, Tullo Ellen, Viggiano Thomas, Ward Helena, Dolmans Diana
a Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada ;
b Division of Medical Education, Faculty of Medicine , Dalhousie University , Halifax , Canada ;
Med Teach. 2016 Aug;38(8):769-86. doi: 10.1080/0142159X.2016.1181851. Epub 2016 Jul 15.
This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building.
This review included 111 studies (between 2002 and 2012) that met the review criteria.
Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support.
This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.
本综述聚焦于旨在提高教学效果的教师发展举措，综合了与干预类型、研究特征、个人及组织成果、关键特征和社区建设相关的研究结果。
本综述纳入了111项（2002年至2012年间）符合综述标准的研究。
对教师发展项目的总体满意度较高。参与者报告称，他们在有效教育实践方面的信心、热情和意识有所增强。经常有人提到知识和技能的提升，以及自我报告的教学行为变化。观察到的行为变化包括教学实践的改进、新的教育举措、新的领导职位以及学术产出的增加。很少探讨组织变革。关键特征包括基于证据的教学设计、相关内容、体验式学习、反馈与反思、教育项目、有意识的社区建设、纵向项目设计以及机构支持。
本综述对实践和研究具有启示意义。展望未来，我们应在当前成功的基础上继续前进，将关注点从个人教学效果扩展，开发长期项目，促进职场学习，推动社区发展，并获得机构支持。我们还应将研究嵌入理论框架，开展更多定性和混合方法研究，评估行为和组织变革，评估向实践的转化，分析关键特征，并探讨教师发展在更大组织背景下的作用。
