Burgess Annette, van Diggele Christie, Mellis Craig
Sydney Medical School, Education Office, University of Sydney, Sydney, Australia.
Clin Teach. 2019 Jun;16(3):189-196. doi: 10.1111/tct.12795. Epub 2018 May 23.
The need for faculty development programmes designed to help junior health professionals fulfill their multiple roles, across various institutions, is widely acknowledged. Such programmes are usually logistically difficult for hospital clinicians to access, however, and are discipline based. In 2017, we collaborated with four health care faculties to develop a blended learning, interprofessional faculty development programme that was up to date, relevant, and accessible to clinicians working in the hospital and university settings. The purpose of our study was to explore participants' perceptions of the structure, processes and outcomes of the programme, using the conceptual framework of communities of practice.
The Clinical Teacher Training (CTT) programme included eight modules delivered using a blended learning format. Participants were provided with education literature, online activities and videos, plus in-class opportunities for active participation in small interprofessional learning groups and large group sessions. Quantitative data were collected from participants by questionnaire, and then analysed using descriptive statistics. Qualitative data were collected by focus group. Framework analysis was used to code the data set using 'communities of practice' as a conceptual framework. [Faculty development] programmes are usually logistically difficult for hospital clinicians to access and are discipline based FINDINGS: Participants felt able to achieve most of the CTT programme learning outcomes through active participation, formative assessment and feedback. Participants felt that their learning was enriched through the blended learning platform, and through delivery within an interprofessional context; however, participants suggested it would be beneficial if more content was delivered through face-to-face sessions, particularly regarding 'Journal Club' and 'Mentorship' modules. Although participants felt well prepared to teach students, they felt less well prepared for assessment activities.
旨在帮助初级卫生专业人员在不同机构履行其多重角色的教师发展计划的必要性已得到广泛认可。然而，此类计划对于医院临床医生来说在后勤保障方面通常难以参与，并且是以学科为基础的。2017年，我们与四个卫生保健学院合作，开发了一个混合式学习的跨专业教师发展计划，该计划与时俱进、相关且可供在医院和大学环境中工作的临床医生使用。我们研究的目的是使用实践社区的概念框架来探讨参与者对该计划的结构、过程和结果的看法。
临床教师培训（CTT）计划包括以混合式学习形式提供的八个模块。为参与者提供教育文献、在线活动和视频，以及在课堂上积极参与小型跨专业学习小组和大型小组会议的机会。通过问卷调查从参与者那里收集定量数据，然后使用描述性统计进行分析。通过焦点小组收集定性数据。使用框架分析以“实践社区”作为概念框架对数据集进行编码。[教师发展]计划对于医院临床医生来说在后勤保障方面通常难以参与且是以学科为基础的 结果：参与者认为通过积极参与、形成性评估和反馈能够实现CTT计划的大部分学习成果。参与者认为通过混合式学习平台以及在跨专业背景下进行授课，他们的学习得到了丰富；然而参与者建议，如果更多内容通过面对面授课来提供，特别是关于“期刊俱乐部”和“指导”模块，则会更有益。尽管参与者觉得为教授学生做好了充分准备，但他们觉得在评估活动方面准备不足。
