Rashid Mohammed A, Nicholson John-George, Fazal Faruq, Gallivan Samantha, Thomas Daphne, Xu Leiting, Gill Deborah
UCL Medical School, University College London, London, UK.
UCL Centre for Language and International Education, University College London, London, UK.
Adv Med Educ Pract. 2020 Aug 28;11:601-607. doi: 10.2147/AMEP.S257384. eCollection 2020.
Transnational faculty development programmes are increasingly popular in medicine, although evaluation of such activities rarely consider longer-term outcomes or the impact of language training. This study attempts to fill this gap by evaluating the lasting impacts of a three-month clinical education and English language training programme at University College London Medical School, UK, for medical educators from Ningbo University, China.
In-depth, semi-structured interviews were conducted in China with 41 participants who had completed the programme between 2013 and 2018. Interview data were analysed using an inductive thematic analysis, and themes were categorised using the four primary components of the faculty development model outlined by Irby and O'Sullivan (2011) - context, facilitator, programme, and participant.
Contextual impacts included the importance of participants learning in the familiar environment of their own clinical discipline, the cultural enrichment gained by spending time overseas, reflecting on differences in health-care systems, and attempts to implement and disseminate learning on return to China. Facilitator-related factors included new insights into the student-educator relationship and valuing the support of programme mentors. Programme-related factors included exposure to new teaching methods and technical presentation skills, the challenges of navigating observership placements, spoken English language and pronunciation issues, and establishing a peer network of medical educators. Participant-related factors included improved confidence and self-reflection, adjusting educational approaches for different student groups, and career development in medical education.
Participants gained teaching confidence from their engagement in the programme and many described it as a turning point in their careers as educators. Although in the period after attending, individuals changed their own practices and influenced colleagues within their organisation, often through taking on senior roles, systematic education changes were generally not implemented. Dedicated English language classes and clinical placements were considered the most positive features of the programme.
跨国教师发展项目在医学领域越来越受欢迎，尽管对此类活动的评估很少考虑长期成果或语言培训的影响。本研究试图通过评估英国伦敦大学学院医学院为来自中国宁波大学的医学教育工作者开展的为期三个月的临床教育和英语语言培训项目的持久影响，来填补这一空白。
在中国对2013年至2018年间完成该项目的41名参与者进行了深入的半结构化访谈。访谈数据采用归纳主题分析法进行分析，并根据Irby和O'Sullivan（2011年）概述的教师发展模型的四个主要组成部分——背景、促进者、项目和参与者对主题进行分类。
背景影响包括参与者在自己临床学科的熟悉环境中学习的重要性、在海外度过时光所获得的文化丰富、对医疗保健系统差异的反思，以及回国后尝试实施和传播所学知识。与促进者相关的因素包括对师生关系的新见解以及重视项目导师的支持。与项目相关的因素包括接触新的教学方法和技术演示技能、安排见习岗位的挑战、英语口语和发音问题，以及建立医学教育工作者同行网络。与参与者相关的因素包括信心和自我反思的增强、针对不同学生群体调整教育方法，以及医学教育领域的职业发展。
参与者通过参与该项目获得了教学信心，许多人将其描述为他们作为教育工作者职业生涯中的一个转折点。尽管在参加项目后的一段时间里，个人改变了自己的做法并在组织内影响了同事，通常是通过担任高级职务，但一般没有实施系统性的教育变革。专门的英语语言课程和临床实习被认为是该项目最积极的特点。
