Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Republic of Korea.
Department of Medical Education, Eulji University School of Medicine, 77 Gyeryong-ro 771 beon-gil, Jung-gu, Daejeon, 34824, Republic of Korea.
BMC Med Educ. 2017 Dec 21;17(1):260. doi: 10.1186/s12909-017-1101-2.
Non-English-speaking developing countries in Southeast Asia have been provided only limited opportunities for faculty development in the education of health professions. Although there exist a few programs that have been shown to be effective, they are frequently presented with few explanations on how and why the programs work due to their outcome-oriented nature. This study explores the process of the Lee Jong-Wook Fellowship for Health Professional Education, an international faculty development program designed for capacity building of educators of health professions in Southeast Asian developing countries.
Fellows were from Cambodia, Myanmar, and Laos. Qualitative data were collected from two types of semi-structured interviews - group and individual. Thematic analysis was conducted to explore the factors related to the effectiveness of the program, framed by four components of faculty development, which included context, facilitators, program, and participants.
From the thematic analysis, the authors identified a total of 12 themes in the four components of faculty development. In the context domain, the resource-poor setting, a culture that puts emphasis on hierarchy and seniority, and educational environment depending on individual commitment rather than broad consensus emerged as key factors. In the facilitators domain, their teaching methods and materials, mutual understanding between teacher and learner, and collaboration between facilitators mainly influenced the learning during the fellowship. In the program domain, the key advantages of the fellowship program were its applicability to the workplace of the fellows and enough allowed time for practice and reflection. Finally, in the participants domain, Fellows valued their heterogeneity of composition and recognized cognitive as well as non-cognitive attributes of the participants as essential.
This process-oriented evaluation reveals the diverse factors that contributed to achieving the intended outcomes of the fellowship. Although much evidence from best practices in faculty development are still valid, the findings suggest that the selection strategies, learning environment, and English communication should be given more consideration when organizing a program targeting these people and cultures. A comprehensive understanding of the process would contribute to developing tailored strategies for educators of health professions in developing countries in similar settings.
东南亚的非英语国家在卫生专业教育师资发展方面机会有限。尽管有一些被证明是有效的项目，但由于其以结果为导向的性质，它们往往很少解释项目是如何以及为何发挥作用的。本研究探讨了李钟郁卫生专业教育研究员奖学金项目的实施过程，该项目是一个旨在为东南亚发展中国家卫生专业教育者进行能力建设的国际师资发展项目。
研究员来自柬埔寨、缅甸和老挝。采用两种半结构式访谈方式——小组访谈和个人访谈——收集定性数据。通过主题分析，探讨了与该项目有效性相关的因素，该项目框架包括师资发展的四个组成部分，即背景、促进者、项目和参与者。
通过主题分析，作者在师资发展的四个组成部分中总共确定了 12 个主题。在背景领域，资源匮乏的环境、强调等级和资历的文化以及依赖个人承诺而非广泛共识的教育环境是关键因素。在促进者领域，他们的教学方法和材料、教师和学习者之间的相互理解以及促进者之间的合作主要影响了研究员在奖学金期间的学习。在项目领域，该奖学金项目的主要优势是其对研究员工作场所的适用性以及有足够的时间进行实践和反思。最后，在参与者领域，研究员重视他们的组成多样性，并认识到参与者的认知和非认知属性是至关重要的。
这种面向过程的评估揭示了有助于实现奖学金预期成果的多种因素。尽管师资发展的最佳实践中有许多证据仍然有效，但研究结果表明，在为这些人和文化组织项目时，应更多地考虑选拔策略、学习环境和英语交流。全面了解这一过程将有助于为类似背景下的发展中国家卫生专业教育者制定有针对性的策略。
