Gelula M H
Department of Medical Education, University of Illinois at Chicago College of Medicine, 60612-7309, USA.
J Psychoactive Drugs. 1997 Jul-Sep;29(3):269-74. doi: 10.1080/02791072.1997.10400201.
Addiction medicine must fight for its space in the undergraduate, graduate and continuing medical education curricula, as do most other clinical domains. Often curriculum time is provided to specialty areas when a clear relevance to the overall curriculum is made obvious. Increasing the awareness of addiction medicine through institutionalized faculty development programs can serve to foster the integration of this specialized curriculum. Institutionalizing faculty development is proposed in a description of a four-phase model. Specific recommendations of goals, processes, and critical steps in the faculty development process supporting scholarship leading to curricular change are described.
成瘾医学必须像大多数其他临床领域一样，在本科、研究生和继续医学教育课程中争取自己的一席之地。通常，当与整体课程的明确相关性显现出来时，课程时间就会分配给各个专业领域。通过制度化的教师发展计划提高对成瘾医学的认识，有助于促进这一专业课程的整合。在一个四阶段模型的描述中提出了将教师发展制度化。文中描述了支持学术研究以推动课程变革的教师发展过程中的目标、流程和关键步骤的具体建议。
