Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada.
Centre de Pédagogie des Sciences de la Santé, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada.
Br J Hosp Med (Lond). 2022 May 2;83(5):1-8. doi: 10.12968/hmed.2021.0671. Epub 2022 May 6.
Faculty development is key to ensuring quality clinical teaching, but standardising teaching practices in multiple settings is a challenge. This article presents an example of a 3-year faculty development programme for teaching clinical reasoning skills, implemented by the Faculty of Medicine and Health Sciences, University of Sherbrooke, Quebec, Canada for its faculty members at multiple teaching sites. A follow-up study 1-5 months after the final workshop, using a self-assessment questionnaire, indicates that almost half of the participants transferred some of their newly acquired knowledge into their teaching practices. This article discusses factors to consider when developing a faculty development culture, at both a programme and faculty level, to support quality teaching and learning.
教师发展是确保临床教学质量的关键，但在多个环境中规范教学实践是一项挑战。本文介绍了加拿大魁北克省舍布鲁克大学医学与健康科学学院为其多个教学点的教师实施的为期 3 年的临床推理技能教学教师发展计划的一个例子。在最后一次研讨会结束后 1-5 个月进行的后续研究采用了自我评估问卷，结果表明，近一半的参与者将他们新获得的一些知识应用到了教学实践中。本文讨论了在计划和教师层面上发展教师发展文化时需要考虑的因素，以支持高质量的教学和学习。
