Cleveland Clinic, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA.
Department of Allergy and Clinical Immunology, Cleveland Clinic, Cleveland, OH, USA.
Perspect Med Educ. 2018 Jun;7(3):214-218. doi: 10.1007/s40037-018-0418-9.
We describe an interprofessional educator development program, designed intentionally, that was implemented at an academic healthcare centre. In 2014, we purposefully adapted our pre-existing educator development program to be able to include all interprofessional educators at our institution. The program's goals were to enhance educator skills, a common need due to requirements of accreditation, and to create a local interprofessional community of teachers. The framework of the program was based upon adult learning principles, reflective practice, experiential learning and peer groups, all key characteristics of faculty development programs. It was also longitudinal and immersive. Kirkpatrick's program evaluation model was used for identifying results; participants' self-reported evaluation forms were collected and their narrative comments were analyzed.
After we opened our educator program to all interprofessional staff, our number of program participants increased. The interprofessional participants included, but was not limited to, physicians, physician trainees, nurses, physician assistants, audiologists, perfusionists, and basic science researchers. Our number of program sessions and program faculty were expanded. Our interprofessional participants reported that they were able to learn essential knowledge, skills and attitudes for their growth and development as educators, in the context of an interprofessional community, while also appreciating the diversity of their peers.
We share our insights with the redesign and implementation of an interprofessional educator program so that others can learn from our experiences. Key takeaways include using a conceptual framework for teaching effectiveness, involving interprofessional stakeholders and obtaining their perspectives, reviewing interprofessional literature and competencies, and highlighting best practices across the disciplines.
我们描述了一个专业性的跨学科教育者发展计划，该计划是在一个学术医疗中心有意实施的。2014 年，我们有针对性地调整了现有的教育者发展计划，以便能够将我们机构的所有跨学科教育者纳入其中。该计划的目标是提高教育者的技能，这是符合认证要求的普遍需求，并创建一个本地的跨专业教师社区。该计划的框架基于成人学习原则、反思实践、体验式学习和同伴小组，这些都是教师发展计划的关键特征。它也是纵向和沉浸式的。我们使用柯克帕特里克的课程评估模型来确定结果；收集参与者自我评估的表格，并分析他们的叙述性评论。
在我们向所有跨学科工作人员开放教育者计划后，我们的计划参与者人数增加了。跨学科参与者包括但不限于医生、医生培训生、护士、医师助理、听力学家、灌注师和基础科学研究人员。我们的课程次数和课程教师人数都有所增加。我们的跨学科参与者报告说，他们能够在跨专业社区的背景下，学习到作为教育者成长和发展所必需的知识、技能和态度，同时也欣赏到他们同行的多样性。
我们分享了我们在重新设计和实施跨专业教育者计划方面的见解，以便其他人可以从我们的经验中学习。主要收获包括使用教学效果的概念框架、让跨专业利益相关者参与并获得他们的观点、回顾跨专业文献和能力、以及突出跨学科的最佳实践。
