Nair Balakrishnan Kichu R, Bleasel Jane, Mwangi Felista, Malau-Aduli Bunmi S
School of Medicine and Public Health, University of Newcastle, Newcastle, Australia.
Med Teach. 2025 Jun;47(6):976-984. doi: 10.1080/0142159X.2024.2390035. Epub 2024 Aug 18.
Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny.
This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow's transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants.
The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators' commitment to structured teaching, self-directed learning, and continuous improvement.
This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.
传统上，卫生专业教育中的教师发展项目强调理论、原则和有效的教学实践。然而，这些策略在促使教学实践发生有意义的变化方面的效果受到了审视。
这项定性研究旨在增进我们对教育工作者持续学习和成长的理解并提供支持。该研究采用变革性学习视角，探讨了参加教师发展课程的临床教育工作者的经历、专业发展实践和职责。本研究以梅齐罗的变革性学习理论为框架，调查了教育工作者的变革之旅，分析了144名参与者的反思文章。
研究结果显示了教学方法的转变，从认识到随意的教学风格到有意整合基于证据的方法和教学理念。主题分析确定了变革过程中的关键阶段，阐明了教育工作者对结构化教学、自主学习和持续改进的承诺。
本研究为教师发展项目如何在卫生专业教育中激发反思性实践和变革性学习提供了宝贵见解。文章主张变革性学习过程在教师发展中的核心地位，呈现了关于可持续且有影响力的专业成长的有趣观点。展示了学习经历的趋势，并给出了实际建议。还讨论了该研究对临床教育工作者、管理人员以及正式教师专业发展项目开发者的启示。
