Gonzalo Jed D, Ahluwalia Amarpreet, Hamilton Maria, Wolf Heidi, Wolpaw Daniel R, Thompson Britta M
J.D. Gonzalo is associate professor of medicine and public health sciences and associate dean, Health Systems Education, Penn State College of Medicine, Hershey, Pennsylvania; ORCID: http://orcid.org/0000-0003-1253-2963. A. Ahluwalia is a third-year medical student, Penn State College of Medicine, Hershey, Pennsylvania. M. Hamilton is director, Quality Programs/Quality Academy, Penn State Health Milton S. Hershey Medical Center, and codirector, Health Systems Science Academy, Penn State College of Medicine, Hershey, Pennsylvania. H. Wolf is assistant professor of pediatrics and codirector, Health Systems Science Academy, Penn State College of Medicine, Hershey, Pennsylvania. D.R. Wolpaw is professor of medicine and humanities, senior consultant, Education Innovation, Regional Medical Campus, and director, Kienle Center for Humanistic Medicine, Penn State College of Medicine, Hershey, Pennsylvania. B.M. Thompson is associate dean, Learner Assessment and Program Evaluation, Penn State College of Medicine, Hershey, Pennsylvania; ORCID: http://orcid.org/0000-0002-1977-4896.
Acad Med. 2018 Feb;93(2):256-264. doi: 10.1097/ACM.0000000000001895.
To develop a potential competency framework for faculty development programs aligned with the needs of faculty in academic health centers (AHCs).
In 2014 and 2015, the authors interviewed 23 health system leaders and analyzed transcripts using constant comparative analysis and thematic analysis. They coded competencies and curricular concepts into subcategories. Lead investigators reviewed drafts of the categorization themes and subthemes related to gaps in faculty knowledge and skills, collapsed and combined competency domains, and resolved disagreements via discussion.
Through analysis, the authors identified four themes. The first was core functional competencies and curricular domains for conceptual learning, including patient-centered care, health care processes, clinical informatics, population and public health, policy and payment, value-based care, and health system improvement. The second was the need for foundational competency domains, including systems thinking, change agency/management, teaming, and leadership. The third theme was paradigm shifts in how academic faculty should approach health care, categorized into four areas: delivery, transformation, provider characteristics and skills, and education. The fourth theme was the need for faculty to be aware of challenges in the culture of AHCs as an influential context for change.
This broad competency framework for faculty development programs expands existing curricula by including a comprehensive scope of health systems science content and skills. AHC leaders can use these results to better align faculty education with the real-time needs of their health systems. Future work should focus on optimal prioritization and methods for teaching.
制定一个与学术健康中心（AHCs）教师需求相匹配的教师发展项目潜在能力框架。
2014年和2015年，作者采访了23位卫生系统领导者，并使用持续比较分析和主题分析对访谈记录进行了分析。他们将能力和课程概念编码为子类别。主要研究者审查了与教师知识和技能差距相关的分类主题和子主题的草稿，合并了能力领域，并通过讨论解决了分歧。
通过分析，作者确定了四个主题。第一个是概念学习的核心功能能力和课程领域，包括以患者为中心的护理、医疗保健流程、临床信息学、人群与公共卫生、政策与支付、基于价值的护理以及卫生系统改进。第二个是对基础能力领域的需求，包括系统思维、变革推动者/管理、团队合作和领导力。第三个主题是学术教师应如何对待医疗保健的范式转变，分为四个领域：服务提供、转型、提供者特征与技能以及教育。第四个主题是教师需要意识到AHCs文化中的挑战，这是变革的一个有影响力的背景。
这个广泛的教师发展项目能力框架通过纳入全面的卫生系统科学内容和技能，扩展了现有课程。AHCs领导者可以利用这些结果，使教师教育更好地与他们卫生系统的实时需求相匹配。未来的工作应侧重于最佳的优先级确定和教学方法。
