Bland C J, Simpson D
Department of Family Practice and Community Health, University of Minnesota, Minneapolis, USA.
Fam Med. 1997 Apr;29(4):290-3.
Several recurring conclusions about the changed conditions and future needs of faculty emerged from the articles in this dedicated issue. Faculty work is becoming more differentiated; time is increasingly constrained; and faculty are working in more diverse settings. Faculty reward structures and career ladders are changing, and acquiring additional competencies in new areas is essential. Although less then anticipated, there is some research to guide the development of programs to prepare faculty for these changes. Based on these conclusions, it is expected that in the future, faculty and program chairs will seek a tight match between what a faculty development effort addresses and the responsibilities of faculty participants and/or the goals of the department or program. The following trends are expected: 1) Regional/national comprehensive programs will often be the best choice for new faculty since many departments and residencies will not have sufficient resources to support their own faculty development programs. 2) Research-oriented faculty will be expected to devote 2 years or more to formal training. 3) Experienced faculty and department/program leaders, many of whom are graduates of our faculty development programs, will need advanced training in targeted areas, through on-site, contextualized education or through individualized programs--perhaps electronic. 4) Organizational development will be needed to help departments and programs make changes in missions and processes and to maintain a sense of community. At the same time that new models must be created to meet these future faculty development needs, support for such programs has decreased. Both local and national sources must be recommitted to support faculty development programs and research so we may advance our understanding of cost-effective approaches to faculty development. Funding agencies need to change their guidelines to match the current needs for development and limit funding to programs designed on evidence.
关于教师工作条件变化及未来需求，本期特刊中的文章得出了几个反复出现的结论。教师工作日益分化；时间愈发受限；教师工作环境更加多样。教师奖励结构和职业晋升途径正在改变，在新领域获取额外能力至关重要。尽管比预期的少，但有一些研究可指导为教师应对这些变化而开展的项目的发展。基于这些结论，预计未来教师和项目负责人将寻求教师发展工作所涉及的内容与教师参与者的职责和/或部门或项目目标之间的紧密匹配。预计会出现以下趋势：1）区域/全国性综合项目通常对新教师是最佳选择，因为许多系和住院医师培训项目没有足够资源来支持自身的教师发展项目。2）以研究为导向的教师预计将投入两年或更长时间进行正规培训。3）经验丰富的教师以及系/项目负责人，其中许多是我们教师发展项目的毕业生，将需要通过现场情境化教育或个性化项目（可能是电子项目）在特定领域接受高级培训。4）需要进行组织发展，以帮助各系和项目在使命和流程方面做出改变，并保持一种社区感。在必须创建新模式以满足未来教师发展需求的同时，对这类项目的支持却减少了。地方和国家层面的资源都必须重新致力于支持教师发展项目和研究，这样我们才能加深对具有成本效益的教师发展方法的理解。资助机构需要改变其指导方针，以匹配当前的发展需求，并将资金限制在基于证据设计的项目上。
