Nieman L Z, Donoghue G D, Ross L L, Morahan P S
Allegheny University of the Health Sciences, Philadelphia, Pennsylvania 19102-1192, USA.
Acad Med. 1997 Jun;72(6):496-504. doi: 10.1097/00001888-199706000-00012.
The current environment in which medicine is taught and practiced requires that medical schools pay increased attention to the faculty member's roles, rewards, career development, and productivity. Medical schools must make strategic decisions about the allocation of resources that can nurture their faculties and support the activities in academic and community settings in which faculty are involved. From 1993 to 1995 Allegheny University of the Health Sciences (formerly Medical College of Pennsylvania and Hahnemann University) designed a comprehensive system for the professional development of faculty. This system is based upon expanded categories of faculty academic activity and scholarship. New programs were implemented to reorient faculty toward conducting and documenting the expanded array of scholarly activities. The main characteristics of the new system are the establishment of formally defined performance expectations, the vertical alignment of the individual faculty member's objectives with the department's mission and the school's mission, and an increasing emphasis upon faculty interdependence, accountability, and use of sound business practices. The authors describe these and other aspects of the design of the new system in detail and report initial results and lessons learned from the system's implementation, evaluation, and dissemination throughout the university. The long-term success of this comprehensive professional development program will be assessed over time by observing how this institution advances its mission in a well-planned and cost-effective manner that retains talented, productive, and professionally fulfilled faculty.
当前医学教学与实践的环境要求医学院校更加关注教职员工的角色、奖励、职业发展和工作效率。医学院校必须就资源分配做出战略决策，以培养其师资队伍，并支持教师参与的学术和社区活动。1993年至1995年，阿勒格尼健康科学大学（前身为宾夕法尼亚医学院和哈内曼大学）设计了一个全面的教师专业发展系统。该系统基于扩大教师学术活动和学术成果的类别。实施了新的项目，使教师重新定位，以开展和记录一系列扩展的学术活动。新系统的主要特点是建立正式定义的绩效期望，将教师个人目标与系的使命和学校的使命纵向对齐，并越来越强调教师的相互依存性、问责制以及良好商业实践的运用。作者详细描述了新系统设计的这些及其他方面，并报告了从该系统在全校的实施、评估和推广中获得的初步结果和经验教训。随着时间的推移，将通过观察该机构如何以精心规划且具有成本效益的方式推进其使命，同时留住有才华、高效且职业上满足的教师，来评估这个全面专业发展项目的长期成功。
