Baker Lindsay, Leslie Karen, Panisko Danny, Walsh Allyn, Wong Anne, Stubbs Barbara, Mylopoulos Maria
L. Baker is assistant professor, Department of Psychiatry, scientist, Li Ka Shing Knowledge Institute, and lead educator-researcher, Centre for Faculty Development, St. Michael's Hospital, University of Toronto, Toronto, Ontario, Canada. K. Leslie is director, Centre for Faculty Development, and professor, Department of Pediatrics, St. Michael's Hospital, University of Toronto, Toronto, Ontario, Canada. D. Panisko is undergraduate medical education director, Department of Medicine, University of Toronto, Toronto, Ontario, Canada. A. Walsh is professor, Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada. A. Wong is professor, Department of Anesthesia, McMaster University, Hamilton, Ontario, Canada. B. Stubbs is program director, Professional Development Program, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada. M. Mylopoulos is associate professor and scientist, Wilson Centre and Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada.
Acad Med. 2018 Feb;93(2):265-273. doi: 10.1097/ACM.0000000000001821.
Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role.
A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process.
Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence.
These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.
教师发展如今已成为医学教育的一项主要内容，催生了教师发展促进者这一角色。然而，教师发展研究往往忽视了教师发展促进者的角色和经历。本研究旨在通过更深入地探究教师发展促进者在履行其促进者角色时的行为、经历和认知，来实证性地理解教师发展促进者的能力。
采用建构主义扎根理论方法，于2013年至2014年对两所学术机构的31名教师发展促进者的教师发展活动进行观察、进行实地访谈和正式访谈。分析与数据收集同步进行，并为数据收集提供信息。通过持续比较过程确定主题。
与文献一致，研究结果突出了教师发展促进者的知识和技能，以及情境在教师发展活动设计和实施中的重要性。确定了三个新的过程（协商、建构和调适），这些过程整合了个体教师发展促进者、其情境以及其能力的演变。
这些研究结果表明，教师发展促进者的能力最好被理解为一种情境性建构。教师发展促进者调适、建构和协商其环境的能力既能根据需要增强情境变量的影响，也能将其影响最小化。因此，教师发展促进者并非被动地体验情境；相反，他们以最大化自身表现的方式积极地与环境互动。教师发展促进者应接受培训，以便适应性地、情境性地运用知识。
