Steinert Yvonne
Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada.
Med Teach. 2020 Apr;42(4):429-435. doi: 10.1080/0142159X.2019.1688769. Epub 2019 Nov 26.
Faculty development has played a significant role in health professions education over the last 40 years. The goal of this perspective is to present a portrait of faculty development in since its inception and to highlight emerging trends moving forward. All issues of were reviewed, using the search terms faculty development, staff development, professional development, or in-service training for faculty. The search yielded 286 results of which 145 focused specifically on faculty development initiatives, reviews, or frameworks. This review demonstrated a significant growth in publications related to faculty development in over the last 40 years, with a primary focus on teaching improvement and traditional approaches to faculty development, including workshops, short courses and other structured, group activities. The international nature of faculty development was also highlighted. Moving forward, it is suggested that we: broaden the scope of faculty development from teaching to academic development; expand our approaches to faculty development, to include peer coaching, workplace learning and communities of practice; utilize a competency-based framework to guide the development of faculty development curricula; support teachers' professional identities through faculty development; focus on organizational development and change; and rigorously promote research and scholarship in faculty development.
在过去40年里，教师发展在卫生专业教育中发挥了重要作用。本文的目的是描绘自成立以来的教师发展概况，并突出未来的新趋势。我们使用“教师发展”“员工发展”“专业发展”或“教师在职培训”等搜索词，对《[期刊名称]》的所有期进行了检索。检索结果有286条，其中145条专门关注教师发展举措、综述或框架。这一综述表明，在过去40年里，与《[期刊名称]》中教师发展相关的出版物数量显著增长，主要侧重于教学改进和传统的教师发展方法，包括研讨会、短期课程和其他结构化的团体活动。教师发展的国际性也得到了强调。展望未来，建议我们：将教师发展的范围从教学扩展到学术发展；拓展教师发展的方法，包括同伴指导、职场学习和实践社区；利用基于能力的框架来指导教师发展课程的开发；通过教师发展支持教师的专业身份认同；关注组织发展与变革；并大力推动教师发展方面的研究和学术成果。
