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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Fostering Educational Research among Medical Teachers: Evaluation of a Faculty Development Program in India
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Fostering Educational Research among Medical Teachers: Evaluation of a Faculty Development Program in India

机译：在医学教师中促进教育研究：印度教师发展计划的评估

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Introduction: Medical education can be enormously benefitted from research. Since clinicians/medical teachers are directly involved in teaching learning processes, they should participate in Educational Research (ER) practices to generate evidence and insights about teaching learning. Faculty Development Program (FDP) has a positive influence amongst Health professionals and therefore can prove to be of consequence in instilling a strong Educational research culture.Aim: Present study was undertaken to evaluate the efficacy of a Faculty Development Fellowship program in Medical Education to foster educational research culture amongst medical teachers.Materials and Methods: Study utilized the Kirkpatrick model of program evaluation for evaluating the fellowship program. It aimed to evaluate the third level of the model i.e., ?Change in Behaviour? of participants (n=40) after completion of the course. The tool used was a pre-validated survey questionnaire consisting of five items.Results: Study population was sparsely aware about educational research and had never attempted the same (100%) before joining the fellowship program. A 32.5% faculty with average professional experience of seven years undertook new educational projects after the fellowship and knowledge gained during fellowship program helped them in guiding educational research (coded into four categories) at their workplaces.Conclusion: There is a need, to direct effort towards focused training for educational research through FDPs for medical teachers. This will encourage academicians and clinicians to become active in ER and guide policies in Teaching Learning Practices in Medical Education.
机译：简介：医学教育可以从研究中受益匪浅。由于临床医生/医学老师直接参与教学学习过程，因此他们应参与教育研究（ER）的实践，以产生有关教学学习的证据和见解。教师发展计划（FDP）在卫生专业人员中具有积极影响，因此可以证明在灌输浓厚的教育研究文化中起着重要作用。材料和方法：本研究利用课程评估的Kirkpatrick模型来评估研究金计划。它旨在评估模型的第三级，即“行为改变”。完成课程后的参与者（n = 40）。结果是：研究人群对教育研究知之甚少，并且在加入研究金计划之前从未尝试过相同的研究（100％）。在奖学金计划期间获得的奖学金和知识帮助他们指导工作场所的教育研究（分为四类）后，平均专业经验为7年的32.5％的教师进行了新的教育项目。结论：有必要进行直接努力通过针对医学教师的FDP进行针对性的教育研究培训。这将鼓励院士和临床医生积极参与ER，并指导医学教育教学实践中的教学政策。

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