Blanchard Rebecca D, Belforti Raquel K
Dr. Blanchard: Senior Director of Education, Baystate Health, Assistant Dean for Education and Associate Professor, UMMS-Baystate, Springfield, MA. Dr. Belforti: Associate Program Director, Baystate Medical Center, Director of PURCH Curriculum and Assistant Professor, UMMS-Baystate, Springfield, MA.
J Contin Educ Health Prof. 2022 Jan 1;42(1):53-59. doi: 10.1097/CEH.0000000000000357.
Academies of health professions educators can amplify members' social capital, promoting educational innovation and organizational change. However, research in this area is limited. This article attempts to close the gap in literature with the results of a program evaluation of our interprofessional teaching academy through the lens of social capital and organizational culture.
A program evaluation using a cross-sectional survey was conducted with all members of the Baystate Education Research and Scholarship of Teaching (BERST) Academy. The survey drew on a conceptual framework from previous literature on social capital, communities of practice, and faculty development evaluation. Data were analyzed with descriptive statistics and analysis of variance.
Overall survey response rate was 54%. More than 90% of respondents have applied the skills learned through BERST Academy into their practice. Social capital was defined with five items (Cronbach alpha = 0.87), and we found no significant difference between profession and social capital, suggesting that perceptions of social capital did not significantly differ by membership in a specific profession.
Our results showed that BERST Academy members were able to cultivate social capital through high-quality connections. An academy can serve as a unique culture within an institution to foster collaborative relationships that increase social capital, for members of different professions. In addition, an academy can also provide members with a community that benefits them in the greater organizational culture.
卫生专业教育工作者学会能够增强成员的社会资本，促进教育创新和组织变革。然而，这一领域的研究有限。本文试图通过社会资本和组织文化的视角，利用我们跨专业教学学会的项目评估结果来填补文献空白。
对贝斯州教学研究与学术学会（BERST）的所有成员进行了一项采用横断面调查的项目评估。该调查借鉴了先前关于社会资本、实践社区和教师发展评估的文献中的概念框架。数据采用描述性统计和方差分析进行分析。
总体调查回复率为54%。超过90%的受访者已将通过BERST学会学到的技能应用到实践中。社会资本由五个项目定义（克朗巴哈系数=0.87），我们发现专业与社会资本之间没有显著差异，这表明不同专业成员对社会资本的认知没有显著差异。
我们的结果表明，BERST学会成员能够通过高质量的联系来培育社会资本。学会可以作为机构内一种独特的文化，为不同专业的成员建立能增加社会资本的合作关系。此外，学会还可以为成员提供一个在更广泛的组织文化中使其受益的社群。
