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Faculty Development: From Program Design and Implementation to Scholarship.

作者信息

Steinert Yvonne

机构信息

McGill University, Faculty of Medicine, Centre for Medical Education, Richard and Sylvia Cruess Chair in Medical Education, Lady Meredith House, Montreal, Canada.

出版信息

GMS J Med Educ. 2017 Oct 16;34(4):Doc49. doi: 10.3205/zma001126. eCollection 2017.

DOI:10.3205/zma001126
PMID:29085893
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5654113/
Abstract
摘要

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本文引用的文献

1
A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40.旨在提高教学效果的教师发展举措的系统评价：十年更新：BEME指南第40号
Med Teach. 2016 Aug;38(8):769-86. doi: 10.1080/0142159X.2016.1181851. Epub 2016 Jul 15.
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Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19.旨在促进医学教育领导力的教师发展计划。BEME 系统评价：BEME 指南第 19 号。
Med Teach. 2012;34(6):483-503. doi: 10.3109/0142159X.2012.680937.
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Reframing research on faculty development.重新构建教师发展研究。
Acad Med. 2011 Apr;86(4):421-8. doi: 10.1097/ACM.0b013e31820dc058.
4
Description, justification and clarification: a framework for classifying the purposes of research in medical education.描述、理由与阐释：医学教育研究目的分类框架
Med Educ. 2008 Feb;42(2):128-33. doi: 10.1111/j.1365-2923.2007.02974.x. Epub 2008 Jan 8.
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A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.旨在提高医学教育教学效果的教师发展举措的系统评价：BEME指南第8号
Med Teach. 2006 Sep;28(6):497-526. doi: 10.1080/01421590600902976.
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AMEE Education Guide no. 29: evaluating educational programmes.医学教育与培训学会教育指南第29号：评估教育项目
Med Teach. 2006 May;28(3):210-24. doi: 10.1080/01421590500271282.
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Lost in knowledge translation: time for a map?迷失在知识转化之中：是不是该有一张路线图了？
J Contin Educ Health Prof. 2006 Winter;26(1):13-24. doi: 10.1002/chp.47.
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Realist review--a new method of systematic review designed for complex policy interventions.现实主义综述——一种为复杂政策干预设计的系统综述新方法。
J Health Serv Res Policy. 2005 Jul;10 Suppl 1:21-34. doi: 10.1258/1355819054308530.
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Towards evidence-based practice in medical training: making evaluations more meaningful.迈向医学培训中的循证实践：使评估更具意义。
Med Educ. 2004 Dec;38(12):1288-94. doi: 10.1111/j.1365-2929.2004.02021.x.
10
Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching.博耶对学术的扩展定义、评估学术的标准以及教学学术的难以捉摸性。
Acad Med. 2000 Sep;75(9):877-80. doi: 10.1097/00001888-200009000-00007.