Elder Kimberly G, Frederick Emily K, Raake Sarah, Stephens Benjamin C
Sullivan University College of Pharmacy and Health Sciences.
Innov Pharm. 2022 Dec 12;13(2). doi: 10.24926/iip.v13i2.4469. eCollection 2022.
Many barriers exist when implementing new educational technologies. Some institutions without specialty support staff or offices may struggle with the necessary steps. In a climate that increasingly asks faculty to do more with less, empowering faculty-driven processes may prove important. When the need for an academic electronic health record (EHR) was identified, a faculty champion followed a structured approach to research available options, garner faculty interest, bring forth a proposal to the administration, implement the academic EHR technology, and perform continuous quality improvement thereby paving the pathway for future faculty-led initiatives. A single faculty member followed a structured approach that could be carried out by others to bring meaningful academic technology to multiple programs. This process was subsequently successfully used by another faculty member and the technology implemented was well-received by administration, faculty, and students. Despite few resources to support or compel technological adaptation or change, faculty can follow steps to introduce these projects and moreover, spark a cultural shift and momentum to embolden faculty to follow a process to bring forth change or initiatives in the future.
在实施新的教育技术时存在许多障碍。一些没有专业支持人员或办公室的机构可能在采取必要步骤时遇到困难。在这样一种日益要求教师用更少的资源做更多事情的环境中，赋予教师主导的流程权力可能很重要。当确定需要学术电子健康记录（EHR）时，一位教师倡导者遵循结构化方法来研究可用选项，激发教师兴趣，向管理层提出提案，实施学术EHR技术，并持续进行质量改进，从而为未来由教师主导的举措铺平道路。一位教师成员遵循的结构化方法可以被其他人采用，以便将有意义的学术技术引入多个项目。这一过程随后被另一位教师成员成功运用，所实施的技术受到了管理层、教师和学生的好评。尽管支持或推动技术适应或变革的资源很少，但教师可以遵循一些步骤来引入这些项目，而且还能引发文化转变和动力，鼓励教师在未来遵循一个流程来推动变革或发起倡议。
