东地中海地区医学教育中的教师发展项目：系统评价。

Faculty development programmes in medical education in the Eastern Mediterranean Region: a systematic review.

机构信息

Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain.

Department of Physiology, Sri Ramachandra Medical College and Research Institute, Chennai, Tamil Nadu, India.

出版信息

East Mediterr Health J. 2022 May 29;28(5):362-380. doi: 10.26719/emhj.22.014.

DOI:10.26719/emhj.22.014

PMID:35670441

Abstract

BACKGROUND

Faculty development is essential for enhancing medical education. The World Health Organization in 2013, promoted faculty development based on moderate quality of evidence and conditional recommendations.

AIMS

To conduct systematic review of faculty development programmes in medical education in the Eastern Mediterranean Region (EMR), during 2013 to 2020.

METHODS

A systematic research was conducted in PubMed, Google Scholar, EMBASE and ERIC using appropriate Boolean operators. Articles in English from the EMR, explicitly mentioning "faculty development" in medical education, in the title, abstract or anywhere in the text, during 2013-2020 were included.

RESULTS

Two thousand three hundred and forty-seven (2347) articles were retrieved, of which 54 were considered for further analysis based on Kirkpatrick's Model for program evaluation. Articles were grouped into 4 themes: evaluation of new interventions (n = 21), evaluation of already implemented interventions (n = 13), needs assessment (n = 16), and recommendations and guidelines (n = 4). It was revealed that 23 studies addressed level 1 (reaction), while 4 studies addressed level 4 (results) of the Kirkpatrick's Model of program evaluation.

CONCLUSION

Faculty development should be need-based and provide hands-on training. Longitudinal programmes are recommended for maximum benefits.

摘要

背景

教师发展对于加强医学教育至关重要。2013 年，世界卫生组织根据中等质量的证据和有条件的建议，提倡教师发展。

目的

对 2013 年至 2020 年期间在东地中海地区（EMR）进行的医学教育教师发展计划进行系统评价。

方法

在 PubMed、Google Scholar、EMBASE 和 ERIC 中使用适当的布尔运算符进行系统研究。纳入标准为：在标题、摘要或文本中明确提到“医学教育中的教师发展”的英语文章，发表于 2013-2020 年，来自 EMR。

结果

共检索到 2347 篇文章，其中 54 篇根据柯克帕特里克的方案评价模式进行了进一步分析。文章分为 4 个主题：新干预措施的评估（n=21）、已实施干预措施的评估（n=13）、需求评估（n=16）和建议和指南（n=4）。结果表明，23 项研究涉及方案评价柯克帕特里克模式的第 1 级（反应），而 4 项研究涉及第 4 级（结果）。