Department of Public Health and Primary Care, Leiden University Medical Centre, Leiden, The Netherlands.
Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA.
Med Teach. 2024 Jan;46(1):117-125. doi: 10.1080/0142159X.2023.2239442. Epub 2023 Aug 6.
Faculty development in learning-centred medical education aims to help faculty mature into facilitators of student learning, but it is often ineffective. It is unclear how to support educators' maturation sustainably. We explored how and why medical educators working in learning-centred education, more commonly referred to as student-centred education, mature over time.
We performed a qualitative follow-up study and interviewed 21 senior physician-educators at two times, ten years apart. A hierarchical model, distinguishing four educator phenotypes, was employed to deductively examine educators' awareness of the workplace context, their educational competencies, identity, and 'mission,' i.e. their source of personal inspiration. Those educators who grew in awareness, as measured by advancing in educator phenotype, were re-interviewed to inductively explore factors they perceived to have guided their maturation.
A minority of the medical educators grew in awareness of their educational qualities over the 10-year study period. Regression in awareness did not occur. Maturation as an educator was perceived to be linked to maturation as a physician and to engaging in primarily informal learning opportunities.
Maturation of medical educators can take place, but is not guaranteed, and appears to proceed through a growth in awareness of, successively, educational competencies, identity, and mission. At all stages, maturation is motivated by the task, identity, and mission as a physician.
以学生为中心的医学教育中的教师发展旨在帮助教师成长为学生学习的促进者，但往往效果不佳。目前尚不清楚如何可持续地支持教育工作者的成熟。我们探讨了从事以学生为中心的教育（通常称为以学习者为中心的教育）的医学教育工作者如何以及为何随着时间的推移而逐渐成熟。
我们进行了一项定性随访研究，在十年后两次采访了 21 名资深医师教育家。采用分层模型，区分出四种教育者表型，对教育者对工作场所环境、教育能力、身份和“使命”（即个人灵感的来源）的意识进行演绎检验。那些在教育者表型上有所进步，即意识有所提高的教育者，再次接受采访，以归纳探讨他们认为指导其成熟的因素。
在 10 年的研究期间，只有少数医学教育者在对自身教育素质的认识方面有所提高。意识没有倒退。教育者的成熟被认为与医师的成熟以及主要参与非正式学习机会有关。
医学教育者的成熟是可能的，但不能保证，而且似乎是通过对教育能力、身份和使命的意识逐步提高来实现的。在所有阶段，作为医师的任务、身份和使命都激励着教育者的成熟。
