Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia.
Discipline of Public Health, CMPH, Flinders University, Bedford Park, Australia.
Med Teach. 2021 Aug;43(8):874-878. doi: 10.1080/0142159X.2021.1931080. Epub 2021 Jun 1.
Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities.
This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) ( = 10); teaching team and program leaders (mid-level leaders) ( = 8); and senior (university-level) leaders ( = 2). We analysed data thematically and applied situated cognition theory.
We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals' motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints).
Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these 'in situ' FD opportunities is vital in fostering a continuous learning culture.
教师发展（FD）支持卫生专业教育者发展知识、技能和专长。虽然正式的 FD 是健康职业教育（HPE）文献的重点，但对于非正式 FD 是如何发生的，我们知之甚少。我们旨在确定学术（大学）环境中卫生专业教育者非正式 FD 的机会和限制，并了解他们如何利用这些机会。
本探索性研究在澳大利亚的一所大学进行。对本科和研究生教师和评估员（教师）（ = 10）、教学团队和项目负责人（中级领导）（ = 8）以及高级（大学级）领导（ = 2）进行了访谈和焦点小组讨论。我们对数据进行了主题分析，并应用了情境认知理论。
我们确定了学术环境中提供非正式 FD 机会的三种日常教育实践：（1）将证据应用于；（2）评估；以及（3）分享教育实践。参与这些机会受到个人参与专业学习的动机和主动性（效果）以及组织文化和结构（约束）的影响。
将证据应用于、评估和分享教育实践为学术环境中的持续学习提供了有价值的背景。协助教育工作者和组织认识并利用这些“现场”FD 机会对于培养持续学习文化至关重要。
