Aligning teaching practices with an understanding of quality teaching: a faculty development agenda.

Masunaga H; Hitchcock MA

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Aligning teaching practices with an understanding of quality teaching: a faculty development agenda.

机译：使教学实践与对优质教学的理解保持一致：教师发展议程。

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BACKGROUND: To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development. Aim: The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching. METHOD: A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, "My Ideal Teacher" and "Myself as a Teacher." RESULTS: Faculty and residents showed strikingly similar discrepancies, in both their magnitudes and directions, between their ratings of "My Ideal Teacher" and those of "Myself as a Teacher." Both residents and faculty found it most difficult to develop the stimulating, well-read, and innovative nature to meet their own standards. CONCLUSIONS: Data did not support our hypothesis that faculty would demonstrate stronger congruence between "My Ideal Teacher" and "Myself as a Teacher" than residents. Medical faculty would benefit from future faculty development practices that are designed to assist them in becoming stimulating, well-read, and innovative teachers, while using less control and caution in their teaching.

机译：背景：为了更好地指导未来的教师发展实践，重要的是确定临床教师如何看待自己的技能发展。目的：本研究的目的是研究临床教师在用自评工具衡量其教学实践的程度方面，以了解他们对构成良好临床教学的理解。方法：从1523名居民和737名教职员工的样本中，在线完成了临床教学感知量表（CTPI），并对28个单词描述符进行了排名，这些描述符以两种方式（“我的理想老师”和“我自己”）在七个方面对临床教师进行了表征作为老师。”结果：教师和居民在其“我的理想老师”评级与“我自己的老师”评级之间在幅度和方向上都显示出惊人的相似差异。居民和教职员工都发现，要发展出具有刺激性，良好阅读性和创新性的产品来满足他们自己的标准是最困难的。结论：数据不支持我们的假设，即教师将证明“我的理想老师”和“我作为老师”之间的一致性比居民更高。医学系将从未来的系培养发展实践中受益，该实践旨在帮助他们成为有教养，善于阅读和创新的教师，同时在教学中减少控制和谨慎。

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《Medical teacher》 |2011年第2期|共7页
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Masunaga H; Hitchcock MA;
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1. Aligning teaching practices with an understanding of quality teaching: a faculty development agenda. [J] . Masunaga H, Hitchcock MA Medical teacher . 2011,第2期

机译：使教学实践与对优质教学的理解保持一致：教师发展议程。
2. The teaching college course: a faculty, staff, and graduate student development program to enhance teaching quality [J] . Shelly J. Schmidt, Phil Buriak, Cleora J. DArcy, NACTA Journal . 2002,第2期

机译：教学大学课程：教师，员工和研究生发展计划，以提高教学质量
3. The authors describe a unique educational program developed collaboratively in numerous educational and practice institutions to prepare staff nurses to assume a teaching role. A wide variety of teaching strategies were presented and demonstrated in the course so that the participants acquired new knowledge and skills to implement the clinical faculty role. This new pool of clinical faculty completed the course with a defined skill set and the title of clinical scholar. [J] . Microbial drug resistance: MDR : Mechanisms, epidemiology, and disease . 2009,第3期

机译：作者描述了一个独特的教育计划，该计划是在众多教育和实践机构中共同开发的，以使护士护士承担起教学角色的准备。在课程中提出并演示了多种教学策略，使参与者获得了新的知识和技能，可以发挥临床教师的作用。新的临床教师库以定义的技能和临床学者的身份完成了该课程。
4. Lessons Learned: Collaborative Faculty Development in Civil Engineering—Moving from an Individual Practice of Teaching to a Community of Scholars of Teaching and Learning [C] . Elizabeth G. Jones American Society for Engineering Education Annual Conference and Exposition . 2019

机译：经验教训：土木工程的协作教师发展 - 从个人实践到教学和学习的学者社区
5. An Exploration of Faculty Transition to Online Teaching: The Impact of Identity Disruption and Participation in Communities of Practice on Faculty Satisfaction with Online Teaching. [D] . Golden, Julie E. 2016

机译：教师向在线教学过渡的探索：身份冲突和实践社区的参与对在线教学对教师满意度的影响。
6. Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine [O] . Simon Nothman, Michael Kaffman, Rachel Nave, 2021

机译：四个以色列医学院的教师发展调查：临床教师发展不足临床教学被低估在以色列医学院
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Aligning teaching practices with an understanding of quality teaching: a faculty development agenda.

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