Bland C J, Stritter F T
Department of Family Practice and Community Health, University of Minnesota, Minneapolis 55455.
Fam Med. 1988 Jul-Aug;20(4):282-8.
Five federally funded family medicine faculty development programs were site visited from December 1985 to June 1986 to collect from experienced project directors, staff, and faculty their thoughts on training practices and future funding. The sites selected were the Faculty Development Center of Texas in Waco (McLennan County Medical Education and Research Foundation), the National Center for Faculty Development at the University of Miami, and programs at Michigan State University, the University of North Carolina-Chapel Hill, and Duke University. Since the late 1970s these programs have trained 259 fellows and 3,284 other participants. In total, $7,515,350 in federal dollars were spent. A variety of program formats and strategies were used to recruit faculty, and to prepare them in teaching, research, and other skill areas. Interviews (as well as phone conversations and letters) with key personnel at each site resulted in a summary of 30 critical elements identified for effective faculty development. Additionally, respondents made 11 specific recommendations to the Federal Faculty Development Grant Program that concern funding and future programs.
1985年12月至1986年6月，对五个由联邦资助的家庭医学教师发展项目进行了实地考察，以收集经验丰富的项目主任、工作人员和教师对培训实践及未来资金的看法。所选地点包括位于韦科的德克萨斯教师发展中心（麦克伦南县医学教育与研究基金会）、迈阿密大学的国家教师发展中心，以及密歇根州立大学、北卡罗来纳大学教堂山分校和杜克大学的项目。自20世纪70年代末以来，这些项目已培训了259名研究员和3284名其他参与者。联邦政府总共投入了7515350美元。采用了多种项目形式和策略来招募教师，并在教学、研究和其他技能领域对他们进行培训。通过与每个地点的关键人员进行面谈（以及电话交谈和书信往来），总结出了有效教师发展的30个关键要素。此外，受访者还就资金和未来项目向联邦教师发展资助计划提出了11条具体建议。
