Stone S L, Schwartz D G, Quirk M, Sarkin R, Qualters D
Center for Community Faculty Development, Division of General Internal Medicine, University of Massachusetts Medical Center, Worcester 01655-0311, USA.
Acad Med. 1999 Jan;74(1 Suppl):S75-81. doi: 10.1097/00001888-199901001-00036.
Community-based faculty development (CBFD) is becoming increasingly important as medical education moves into the ambulatory/office-based setting CBFD provides preceptors with essential knowledge, skills, and attitudes directly related to teaching while providing a sense of identity as teachers to a diverse group of practitioners in a variety of settings. This article reviews the structure and function of successful community-based faculty development, using as examples programs from the University of Massachusetts Medical School and the State University of New York at Buffalo that were supported by The Robert Wood Johnson Foundation's Generalist Physician Initiative. After reviewing the literature on successful implementation of programs dedicated to community-based precepting, the authors investigate the educational concepts, instructional designs, and operational characteristics that are the framework for providing successful faculty development to community-based preceptors. They list rationales and examples of the educational methods used and compare structural components of the programs at both institutions. Last, they explore future directions in the rapidly changing medical education environment that need to be addressed in CBFD in the areas of outcome/program evaluation, comprehensive needs assessment, and regionalization.
随着医学教育转向门诊/基于办公室的环境，基于社区的教师发展（CBFD）变得越来越重要。CBFD为带教教师提供与教学直接相关的基本知识、技能和态度，同时在各种环境中为不同类型的从业者提供教师身份认同感。本文以马萨诸塞大学医学院和纽约州立大学布法罗分校由罗伯特·伍德·约翰逊基金会全科医生倡议资助的项目为例，回顾成功的基于社区的教师发展的结构和功能。在回顾了关于致力于社区带教项目成功实施的文献后，作者研究了作为为基于社区的带教教师提供成功教师发展框架的教育理念、教学设计和运营特征。他们列出了所使用教育方法的基本原理和示例，并比较了两所机构项目的结构组成部分。最后，他们探讨了在快速变化的医学教育环境中，CBFD在结果/项目评估、全面需求评估和区域化领域需要解决的未来方向。
