Yilmaz: Postdoctoral fellow at McMaster Education Research, Innovation, and Theory (MERIT), and Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. He is also a researcher-instructor in the Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey. McDonald: The Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. Locke: The Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Ontario, Canada. Lal: Assistant Professor, Michael G. DeGroote Initiative for Innovation in Healthcare and Division of Education & Innovation, Department of Medicine, McMaster University, Hamilton, Ontario, Canada. She is also a member of McMaster Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario, Canada. Bayer: Assistant Professor in Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. She is also the director of Learning Technologies Lab, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. Tong: Assistant clinical professor, Division of Emergency Medicine Department of Family Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. She is also Faculty Development Coordinator, Waterloo Regional Campus, McMaster University, Hamilton, Ontario, Canada. Kundi: Assistant clinical professor, Department of Family Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. She is also Faculty Development Coordinator, Niagara Regional Campus, McMaster University, Hamilton, Ontario, Canada. Chan: Associate professor, Divisions of Emergency Medicine and Education and Innovation in the Department of Medicine, McMaster University, Hamilton, Ontario, Canada. She is also associate dean, Faculty of Health Sciences' Office of Continuing Professional Development and clinician scientist, McMaster Education Research, Innovation, and Theory (MERIT), Hamilton, Ontario, Canada.
J Contin Educ Health Prof. 2022 Jul 1;42(3):e114-e120. doi: 10.1097/CEH.0000000000000439. Epub 2022 Aug 9.
The coronavirus disease 2019 pandemic disrupted the current practices for teaching and learning in medical and health professions education, creating challenges and opportunities for rapid transition. The authors describe how McMaster University's Program for Faculty Development (MacPFD) responded to this disruption by engaging in a digital transformation.
The digital transformation process of MacPFD was mapped to the conceptual framework of digital transformation: Vial's building blocks of the framework. A new website was launched to host and disseminate the content. Subsequently, both the website and the content were promoted using social media tools. Content generation, Google Analytics, event registrations, and Zoom webinar attendance records were data sources for the results. Analysis of the data was based on the reach component of the RE-AIM framework.
Six-month data range results were reported as producer-centered and user-centered outcomes. The former consisted of 54 resources from diverse content authors, whereas the latter received 33,045 page views from 26,031 unique users from 89 countries. Live webinar events had 1484 registrants, with 312 (21%) being guests from external institutions. Before the coronavirus disease 2019 disruption, MacPFD was a local program to support its faculty.
The MacPFD's digital transformation shows a clear transition to a new "glocal" approach: an expanded global reach while still tending to our local development needs of the home institution's faculty members.
2019 年冠状病毒病大流行扰乱了医学和健康职业教育中当前的教学实践，为快速转型带来了挑战和机遇。作者描述了麦克马斯特大学教师发展计划（MacPFD）如何通过进行数字化转型来应对这一中断。
MacPFD 的数字化转型过程被映射到数字转型的概念框架：Vial 的框架构建块。一个新的网站被推出，以托管和传播内容。随后，使用社交媒体工具来推广网站和内容。内容生成、Google Analytics（分析）、活动注册和 Zoom 网络研讨会出席记录是结果的数据源。数据分析基于 RE-AIM 框架的覆盖范围组件。
报告了六个月的数据范围结果，包括以生产者为中心和以用户为中心的结果。前者包括来自不同内容作者的 54 个资源，而后者则从 89 个国家的 26031 位唯一用户中获得了 33045 次页面浏览量。实时网络研讨会活动有 1484 名注册者，其中 312 名（21%）是来自外部机构的嘉宾。在 2019 年冠状病毒病大流行之前，MacPFD 是一个支持其教师的本地计划。
MacPFD 的数字化转型表明了一种新的“全球本地化”方法的明显转变：在扩大全球影响力的同时，仍关注我们本地机构教师的发展需求。
