• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The Journal of Graduate Medical Education >The Stanford Anesthesia Faculty Teaching Scholars Program: Summary of Faculty Development, Projects, and Outcomes
【24h】

The Stanford Anesthesia Faculty Teaching Scholars Program: Summary of Faculty Development, Projects, and Outcomes

机译：斯坦福大学麻醉学教师教学学者计划：教师发展，项目和成果摘要

获取原文
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Box Representative Examples of Education Projects by the Stanford Anesthesia Teaching Scholars Faculty Feedback system for first-year residents during their month-long orientation program. A teaching module for transesophageal echocardiography and assessment tool. Standardized curriculum for regional anesthesia rotation. Curriculum for orthopedic anesthesia rotation.15 Cognitive aids for critical perioperative events in the operating room. Postanesthesia care unit rotation teaching module. A global health website for the anesthesia department. Pediatric anesthesiology rotation: an online curriculum and prerotation/postrotation assessment.;Introduction Pressures on the educational mission at academic medical centers have led some medical schools to create structure and culture (eg, academies) to support teaching and faculty development.1 Benefits of such programs include institution-wide recognition, networking and collaboration, help with promotion and advancement, career mentoring, knowledge and skill development, and motivation to apply for monetary awards to fund education development (eg, educational courses, curriculum development resources, and educational research).2–4 What is less well understood is whether such faculty development programs can succeed if they are housed in a single department, rather than in the broader medical school structure.5,6 The Stanford Anesthesia Program for teaching faculty was initiated in 2007 at the department level to train and empower faculty to develop their own pedagogy and to improve residency education.7–9 The goals of this article are to (1) describe the program intervention and changes made based on participant feedback, (2) summarize the characteristics of the faculty enrolled and projects undertaken, and (3) measure the outcomes.;Methods Setting and Participants The Stanford Anesthesiology Department is a university-based program with 70 full-time equivalent (FTE) faculty members and 72 residents in training and with an annual research budget of approximately $6,500,000 in 2011. This assessment of the Teaching Scholars Program is based on the 3 cohorts who completed the program in 2007 (n??=??6), 2009 (n??=??7), and 2011 (n??=??6).;Results Between 2007 and December 2011, 19 faculty members (47% women) applied to, enrolled in, and completed the program. The median time from completion of postgraduate training to enrollment was 4?years (mean, 6.8?years; SD, 5.8?years; range, 2–25?years; table?1). The most common type of project was development of a curriculum (53%; table?2 and box). A total of 5 of the 18 projects not primarily classified as assessment were also deemed to have an assessment component as a secondary goal. A total of 2 of the 10 curriculum projects had teaching as a secondary goal. View larger version (7K) Table 1Faculty Participating in the Teaching Scholars Program;Discussion This is the first description of a faculty development (education) program in anesthesiology. Most of the 19 participants in the Stanford Anesthesia Teaching Scholars Program have been junior faculty (defined as having an academic rank lower than associate professor), with 84% of the Scholars attending an off-site education meeting. Approximately half of the projects undertaken by the faculty focused primarily on new curriculum development, followed by innovative teaching modules as the second most common project type. From a residency leadership point of view, the program has evolved into a mechanism to update and institute long-term change to resident training, including ideas for new rotations. A total of 63% (12 of 19) of the projects completed by the Teaching Scholars have become a permanent component of the residency curriculum. Published reviews of Teaching Scholars programs at other academic medical centers found that graduates had increased enthusiasm for teaching and educational research, along with increased numbers of publications, educational abstracts, editorials, chapters, book
机译：斯坦福大学麻醉学教学学者学院教职反馈系统针对一年级居民在为期一个月的定向项目中的教育项目的方框代表示例。经食道超声心动图和评估工具的教学模块。区域麻醉轮换的标准化课程。骨科麻醉旋转课程。15手术室危重围手术期的认知辅助。麻醉后护理单元旋转教学模块。麻醉部门的全球健康网站。儿科麻醉学轮换：在线课程表和轮换前/轮换后评估;简介在学术医学中心开展教育使命的压力促使一些医学院创建了结构和文化（例如学院），以支持教学和师资队伍的发展。1这样做的好处计划包括机构范围的认可，网络和协作，帮助晋升和晋升，职业指导，知识和技能发展以及申请金钱奖励以资助教育发展的动机（例如，教育课程，课程开发资源和教育研究） .2–4人们不太了解的是，如果这样的教师发展计划设在一个部门中，而不是在更广泛的医学院结构中，是否会成功。5,6斯坦福大学的麻醉师教育计划于2007年启动，部门层面的培训和授权教师发展自己的教学法并提高7–9本文的目标是（1）描述计划的干预和基于参与者反馈的更改;（2）总结所招募教师的特征和所开展的项目;（3）评估成果方法设置和参加者斯坦福大学麻醉学系是一个以大学为基础的计划，拥有70名全日制等效（FTE）教职员工和72名住院医师接受培训，2011年的年度研究预算约为6,500,000美元。该计划基于2007年（n ?? =？6），2009（n ?? =？7）和2011（n ?? = ?? 6）完成计划的3个队列。 2011年12月，有19名教职员工（女性占47％）申请，注册并完成了该计划。从完成研究生培训到入学的中位时间为4年（平均6.8年; SD为5.8年;范围为2-25年;表1）。最常见的项目类型是课程的开发（53％;表2和方框）。未被归类为评估的18个项目中，共有5个也被认为具有评估成分作为次要目标。 10个课程项目中共有2个将教学作为次要目标。查看大图（7K）表1参加教学学者计划的教师;讨论这是对麻醉学教师发展（教育）计划的首次描述。斯坦福大学麻醉学教学学者计划的19名参与者中，大多数是初级教授（学术水平低于副教授），其中84％的学者参加了现场教育会议。该学院承担的大约一半的项目主要集中在新课程的开发上，其次是创新的教学模块，这是第二常见的项目类型。从驻地领导的角度来看，该计划已发展成为一种机制，可以更新和实行对驻地培训的长期变更，包括新轮换的想法。教学学者完成的项目中，共有63％（19个中的12个）已成为居住课程的永久组成部分。在其他学术医学中心发表的《教学学者》计划的评论发现，毕业生对教学和教育研究的热情提高了，出版物，教育摘要，社论，章节，书籍的数量也在增加

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号