Y. Steinert is professor of family medicine, director, Centre for Medical Education, and Richard and Sylvia Cruess Chair in Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. P.S. O'Sullivan is professor of medicine and surgery and director of research and development, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California. D.M. Irby is professor emeritus of medicine and senior research scientist, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California.
Acad Med. 2019 Jul;94(7):963-968. doi: 10.1097/ACM.0000000000002695.
Although medical schools espouse a commitment to the educational mission, faculty members often struggle to develop and maintain their identities as teachers. Teacher identity is important because it can exert a powerful influence on career choice, academic roles and responsibilities, and professional development opportunities. However, most faculty development initiatives focus on knowledge and skill acquisition rather than the awakening or strengthening of professional identity. The goal of this Perspective is to highlight the importance of faculty members' professional identities as teachers, explore how faculty development programs and activities can support teachers' identities, and describe specific strategies that can be used in professional development. These strategies include the embedding of identity and identity formation into existing offerings by asking questions related to identity, incorporating identity in longitudinal programs, building opportunities for community building and networking, promoting reflection, and capitalizing on mentorship. Stand-alone faculty development activities focusing on teachers' identities can also be helpful, as can a variety of approaches that advocate for organizational change and institutional support. To achieve excellence in teaching and learning, faculty members need to embrace their identities as teachers and be supported in doing so by their institutions and by faculty development.
虽然医学院校拥护教育使命，但教师们常常努力发展和维护自己作为教师的身份。教师身份很重要，因为它可以对职业选择、学术角色和责任以及专业发展机会产生强大的影响。然而，大多数教师发展计划都侧重于知识和技能的获取，而不是唤醒或增强专业身份。本观点的目的是强调教师作为教师的专业身份的重要性，探讨教师发展计划和活动如何支持教师的身份，并描述可用于专业发展的具体策略。这些策略包括通过提出与身份相关的问题，将身份和身份形成嵌入到现有产品中，将身份纳入纵向计划，为建立社区和网络机会，促进反思以及利用指导提供支持。专注于教师身份的独立教师发展活动也很有帮助，提倡组织变革和机构支持的各种方法也是如此。为了实现卓越的教学和学习，教师需要接受自己作为教师的身份，并得到他们的机构和教师发展的支持。
