● 교수개발에 대한 관점: 2020년까지 6/6을 목표로 (Perspect Med Educ (2012))

교수개발에 대한 관점: 2020년까지 6/6을 목표로 (Perspect Med Educ (2012))

Perspectives on faculty development: aiming for 6/6 by 2020

Yvonne Steinert

미래 교수개발의 중요성에 대한 두 가지 최근 컨퍼런스가 있었다.

Two recent conferences addressed important issues related to the future of faculty development.

• The first, entitled the 2020 Vision of Faculty Development Across the Medical Education Continuum Conference [1],

• The second, entitled the First International Conference on Faculty Development in the Health Professions, was held in May 2011 and welcomed over 300 participants from 28 countries to Toronto.

교수개발 영역이 더 발전하기 위해 고려해야 할 실천과 연구에 대한 여섯가지 권고

I would like to highlight six recommendations for practice and research that we should consider as the field of faculty development moves forward:

• (1) 이론적 프레임워크에 근거한 교수개발
  grounding faculty development in a theoretical framework;

• (2) 의사와 기초의학자가 담당하는 다양한 역할로 교수개발의 초점을 확대하기
  broadening the focus of faculty development to address the various roles that clinicians and basic scientists play;

• (3) 교육과정 변화와 조직변화에 대한 교수의 역할을 인정하기
  recognizing the role that faculty development can play in promoting curricular and organizational change;

• (4) 공식적인 구조화된 활동 뿐 아니라 근무지-기반 학습과 실천공동체를 통해서 어떻게 교수가 발전, 향상되어 가는지에 대한 인식을 넓히기
  expanding our notion of how faculty members develop and moving beyond formal, structured activities to incorporate notions of work-based learning and communities of practice;

• (5) 모든 교수들에게 교수개발을 요구expectation하기
  making faculty development an expectation for all faculty members; and

• (6) 연구를 통한 실천이 이뤄지게끔 교수개발에서의 학문을 촉진하기 promoting scholarship in faculty development to ensure that research informs practice.

교수개발의 범위와 정의

The scope and definition of faculty development

FICFD in HP 컨퍼런스에서 교수개발의 정의는 '기관이 교수의 역할을 renew 혹은 assist 하기 위해서 활용하는 포괄적 활동'으로 정의했다. 여기에서는 '교수의 교사/교육자/관리자/리더/연구자 역할을 지원하기 위한' 활동의 중요성을 다시 한 번 강조하였다.

The call for proposals for the First International Conference on Faculty Development in the Health Professions defined faculty development as ‘that broad range of activities that institutions use to renew or assist faculty in their roles’ [3]. It also re-affirmed the importance of using these activities to‘assist faculty in their roles as teachers, educators, administrators, leaders and/or researchers’ [4].

동시에, 여러 문화에서 교수개발의 의미가 무엇인지 밝혔다.

At the same time, the meaning of faculty development across cultures was revealing. For example,

• 네덜란드어로 docentprofessionalisering는 단순히 번역하자면 '가르침의 프로페셔널화'이며, 여기서는 가르치는 사람과 가르치는 행위teachers and teaching 모두의 전문직화를 강조한다. 이는 최근 강조하는 teaching의 표준화와 명확히 관련되어 있으며, 그러나 (교수의 다른 역할과 과업을 배제하고) '가르치는 것'에만 초점을 두었다는 한계가 있다.
  the Dutch term, docentprofessionalisering, loosely translates as the professionalization of teaching. This emphasis on professionalization, of both teachers and teaching, is intriguing and clearly aligns with a current focus on standards for teaching [5, 6]. The termis limited, however, inits emphasis on teaching(at the exclusion of other important faculty roles and tasks). In some ways,

• 프랑스어로 formation professorale는 보다 포괄적인데, 여기에는 '가르치는 것' 외에도 전문직 역할의 형성formation을 강조한다.
  the French term, formation professorale,is more inclusive, as it is not restricted to teaching and refers to the ‘formation’ of the professorial role;

• 독일어로 Personal- und Organisationsentwicklung 역시 흥미로운데, 이것은 개인과 조직의 발달을 모두 강조하는 용어로서, 교수개발의 또 다른 중요한 요소를 강조하는 것이다.
  the German term, Personal- und Organisationsentwicklung,is also of interest, as it emphasizes both individual and organizational development, another critical component of faculty development.

우리는 Webster-Wright가 말한 'professional development'에서 ‘continual professional learning’으로의 변화를 고려할 필요가 있다. '교수'라는 단어가 "연속체의 모든 단계에서/광범위한 맥락에서/학생의 교육과 supervision에 참여하는 모든 사람"을 포괄하여 의미한다는 것을 기억한다면, '지속적인 전문직으로서의 학습continual professional learning'이 교수개발의 궁극적 목표라 할 수 있다.

We should also consider Webster-Wright’s shift [8] from professional development to ‘continual professional learning’, which in many ways describes the ultimate goal of faculty development, as long as we remember that the word faculty is meant to be inclusive, referring to all individuals who are involved in the teaching and supervision of students in the healthprofessions, at all levels of the continuum, ina wide range of contexts (e.g., in the classroom, at the bedside, in the outpatient clinic) and settings (e.g., the university, the hospital and the community).

이론적 프레임워크에 기반한 교수개발

Grounding faculty development in a theoretical framework

MacDougall and Drummond 는 어떻게 medical teacher와 educator가 발달하는지를 설명하는 명확한 이론적 프레임워크가 없음을 보았다. 또한 교수개발 문헌들에서도 이론은 눈에 띌 정도로 부족했다. 그러나 다수의 교육이론이 교수개발과 교수들의 발달에 적용될 수 있다(구성주의, 사회적학습social learning, 자기효능감 등). 그러나 나는 상황학습situated learning이 가장 유용한 이론적 프레임워크라고 보며, 왜냐하면 이 이론에서는 '지식은 맥락적으로 놓여지며contextually situated, 근본적으로 그것(지식)이 활용되는 활동/맥락/문화에 영향을 받는다'라고 보기 때문이다. 지식을 이러한 관점에서 보는 것은, (즉 authentic context에 놓여있다고 보는 것은) 어떻게 교수들이 발달하는지 이해하는데 중요한 함의를 던진다. 이는 situated learning의 개별 요소들도 마찬가지이다.

MacDougall and Drummond [9] have observed that there is no clear theoretical framework to describe how medical teachers and educators develop. Theory is also noticeably absent from the faculty development literature [7]. And yet, a number of educational theories can be applied to faculty development and the development of faculty members, including constructivism[10], social learning [11], and self-efficacy [12]. However, in my opinion, situated learning [13] appears to be one of the most useful theoretical frameworks, as it is based upon the notion that knowledge is contextually situated and fundamentally influenced by the activity, context, and culture in which it is used [13]. This view of knowledge, as situated in authentic contexts, holds important implications for our understanding of how faculty members develop, as do the individual components of situated learning:

• 인지적 견습생(모델린, 스캐폴딩, 페이딩, 코칭) cognitive apprenticeship (i.e., modelling, scaffolding, fading, and coaching),

• 협력적 학습 collaborative learning,

• 성찰 reflection,

• 실천 practice, and

• 학습스킬의 표현 articulation of learning skills [14].

 

실제로, 성찰은 (그리고 교수개발에서 성찰의 역할은) 미래에도 더 중요해질 것인데, 왜냐하면 성찰은 '이론적 개념을 실천으로 통합하는 것을 가능하게 해주며, 경험을 통한 학습을 도와주며, 복잡한 상황에서의 비판적 사고를 향상시키기 때문'이다. 성인학습과 경험학습의 원리도 교수개발 프로그램의 설계와 전달에 관련될 수 있다.

In fact, reflection—and its role in faculty development—will warrant more attention in the future, for reflection ‘allows for the integration of theoretical concepts into practice, increased learning through experience, and enhanced critical thinking in complex situations’ [15]. Principles of adult learning[16] and experiential learning[17] are also pertinent in the design and delivery of faculty development programmes.

situated learning과 밀접한 관련이 있는 개념은 '정당한 주변부 참여legitimate peripheral participation'이다. 이 social practice는 경험학습 및 견습/도제와 합해져서 단일한 이론적 관점을 만들었는데, 이와 같은 social practice가 초심자가 전문가가 되는 프로세스라는 것이다. 이 관점에서 학습자는 자신이 한 부분으로서 참여하는 커뮤니티에 점진적으로 참여해가면서 새로운 지식과 이해를 쌓아나가게 된다. 학습자로서 이들은 커뮤니티의 가장자리periphery에서 시작하고, 참여를 통해서 점차적으로 커뮤니티의 지식/태도/행동을 습득하게 된다. 교수들은 교사와 교육자의 역할을 받아들이는 과정에서 여러가지 방법으로 이 프로세스를 거치게 된다. Wenger에 따르면 커뮤니티 내에서의 social participation은 비공식학습의 핵심이며, 교수개발의 중심요소이다.

Closely tied to the notion of situated learning is the concept of ‘legitimate peripheral participation’ [18]. This social practice, which combines experiential learning and apprenticeship into a single theoretical perspective [19], is the process by which a novice becomes an expert. From this perspective, learners build new knowledge and understanding through gradual participation in the community of which they are becoming a part. As learners, they begin at the edge—or periphery— of the community, where because of their status as learners, they have what is called ‘legitimate peripheral participation,’ and through participation, they slowly adopt the knowledge, attitudes and behaviours of the community [20]. In many ways, faculty members go through this process as they take on their roles as teachers and educators. According to Wenger [21], social participation within the community is the key to informal learning; it is also a central ingredient in faculty development.

교수개발의 초점을 넓히기

Broadening the focus of faculty development

리더십에 초점

A focus on leadership

리더십과 관련한...

Although some faculty development programmes have targeted leadership skills for health care professionals by focusing on

• 스킬 습득 skill acquisition [23],

• 개인적 인식 personal awareness [24], and

• 리더십 스타일과 조직 맥락 increased knowledge of leadership style and organizational contexts [25],

this area of professional development requires greater attention.

 

다른 주제도 있음

In fact, faculty development initiatives should systematically address a wide range of topics, including

• 개인, 대인 효과성 personal and interpersonal effectiveness,

• 리더십 스타일과 변화 관리 leadership styles and change management,

• 갈등 해소와 협상 conflict resolution and negotiation,

• 팀빌딩과 협력 team building and collaboration, and

• 조직변화와 개발 organizational change and development [2].

스칼라십에 초점

A focus on scholarship

Boyer 는 스칼라십의 네 영역을 밝혔다.

Boyer [30] has identified four categories of scholarship.

• 발견: 전통적 관점에서의 연구와 같음
  The scholarship of discovery is synonymous with research in the traditional sense.

• 통합: 학문간 연결을 만들어내고, 자료로부터 흥미로운 사실을 드러냄
  The scholarship of integration has been defined as ‘making connections across the disciplines…illuminating data in a revealing way,’ whereas

• 적용: 지식을 '서비스'와 연결시켜서 이론을 실천에 적용하는 것
  the scholarship of application has been likened to‘service’ in one’s own field of knowledge, the application of theory into practice[30].

• 교육: 발견/적용/통합을 통해서 가능해지며, 지식과 스킬과 자신의 신념을 효과적으로 의사소통 하는 것. 교육이 스칼라십이 되기 위해서는 공적public이 되어야 하며, 즉 피어리뷰와 비평의 대상이 되어야 한다. 또한 재생산될 수 있어야 한다.
  The scholarship of teaching is made possible through discovery, application or integration, knowledge, and involves skills and the capacity to effectively communicate one’s own beliefs. It has also been said that teaching becomes scholarship when it is made public, is available for peer review and critique, and can be reproduced and built on by other scholars [31].

교수개발 프로그램은 스칼라십의 정의에 초점을 맞춤으로써, 동료들 사이에 스칼라십을 고취promote하고, 학문업적을 전파하고, '혁신을 학문으로 바꾸는moving from innovation to scholarship'것을 촉진해야 한다.

Moving forward, faculty development programmes could focus on definitions of scholarship, ways of promoting scholarship among colleagues and peers, methods of disseminating scholarly work, and ‘moving from innovation to scholarship’ [2].

 

진로개발에 초점

A focus on career development

교수개발에 대한 교수들의 참여를 다룬 최근 연구를 보면, 참여자들은 교수개발이 '교수로서의 일반적인 발달'을 의미하는 것으로 생각한다. 즉 이들은 교수개발을 한 명의 교수로서의 발달로서 생각하며 여기에는 개인적 발달과 진로개발을 포함한다. 단순히 교육/연구/행정에 대한 특정한 역량을 강화하는 것이 아니라는 것이다. 그러나 교수들이 진로목표와 가치를 찾고, 협력적 관계를 개발하고, 커리어career pathy를 더 진척시키기 위한 스킬 습득을 목표로 하는 기회를 반기고welcome있지만, 흥미롭게도 진로개발에 초점을 둔 교수개발 프로그램은 별로 없다.

A recent study on faculty members’ participation in faculty development [35] indicated that the study participants believed that faculty development referred to their general development as faculty members. That is, they saw faculty development as the development of themselves as faculty members, including personal and career development, and not merely the enhancement of specific competencies related to teaching, research or administration. Interestingly, however, the literature does not report many faculty development programmes focusing on career development [36, 37], despite the fact that faculty members welcome the opportunity to identify career goals and values, develop collaborative relationships, and acquire skills to further their career path [36, 38].

이 영역의 프로그램은 다음의 것을 포함할 수 있다.

Programmes in this area could focus on

• 학문적 정체성 찾기 academic identity formation,

• 진로 계획 career planning (including an overview of different career paths) and

• 멘토십의 가치 the value of mentorship.

 

실제로 멘토십은 recruitement, retention을 촉진할 수 있고, academic role을 더 풍요롭게 하는 환경을 조성해준다. 따라서 멘토십은 교수개발에서 하나의 내용이면서 전략이 될 수 있다.

In fact, mentorship can enhance recruitment, promote retention, and create an environment that enriches the academic role [39, 40], and as such, should be viewed as both a content area and a strategy in developing faculty.

 

시간관리/번아웃 예방/웰빙 촉진 등

Time management, prevention of burnout, and promotion of well-being should also be considered as vital areas for faculty development.

교육과정과 조직의 변화를 촉진하는 역할로서 교수개발

Recognizing the role of faculty development in promoting curricular and organizational change

교수개발은 교육과정과 조직의 변화에 있어서 중요한 역할을 할 수 있다. 즉, 교수개발은 scholarly activity로서의 teaching을 촉진시켜주며, 교육리더십/혁신/수월성을 장려하고 보상하는 교육적 환경을 조성해준다. 또한, 교수개발은 합의를 도출하고, 열정을 불러일으키고, 교육과정 변화를 지지해줄 수 있다. 또한 공식/비공식/잠재 교육과정을 통해 조직의 문화를 바꿀 수도 있다. 조직의 역량organizational capacity를 강화하여 조직의 문화를 바꾸기도 한다.

Faculty development can play an important role in promoting curricular and organizational change [2]. That is, it can help to promote teaching as a scholarly activity and create an educational climate that encourages and rewards educational leadership, innovation and excellence [41]. In addition, faculty development can help to build consensus, generate enthusiasm, and support curricular change [42, 43]. It can also contribute to changing the institutional culture by addressing the formal, informal, and hidden curriculum [44], and by enhancing organizational capacities [45].

 

예를 들어, 교수개발은 우수한 교육을 지지하고 보상하는 기관 차원의 정책을 개발하게 하여서, 교수 구성원들이 프로페셔널리즘에 대해 어떠한 기대를 가지고 있는지에 대해 의사소통하게 하여서, 승진에 대한 기준을 다시 점검하게 하여서, 주니어와 시니어 교수에게 필요한 교육 자원을 제공하여서 문화를 바꿀 수 있다. 교육 자원의 제공은 행정적 지원의 형태가 될 수 있는데, 적시에 정보를 제공하고(온라인 교육 리소스), 새로운 전문직 개발professional development  기회를 제공할 수 있다.

For example, faculty development can promote culture change by helping to develop institutional policies that support and reward excellence in teaching, communicate the expectation of professionalism among all faculty members, encourage a re-examination of criteria for academic promotion if appropriate, and provide educational resources for junior and senior faculty members as needed. The latter might take the form of administrative support, timely provision of information (e.g., online educational resources), or new professional development opportunities.

Swanwick 는 교수개발이 '교사로서의 교육활동을 전문화하고, 교육 인프라를 강화하고, 미래를 위한 교육역량을 강화하는 전 기관차원에서의 목표pursuit'가 되어야 한다고 했다.

Swanwick [47] has stated that faculty development should be ‘an institution-wide pursuit with the intent of professionalizing the educational activities of teachers, enhancing educational infrastructure, and building educational capacity for the future.’

 

근무지-기반 학습과 실천공동체의 개념을 활용하기

Incorporating notions of work-based learning and communities of practice into faculty development

현재의 교수개발 문헌은 주로 공식적/구조화된 활동만을 다루고 있다. 그러나 다수의 최근 문헌을 보면 교수개발에서 비공식학습의 역할, 사회적 요인, 실천공동체 형성의 가치를 강조한다.

The current faculty development literature primarily describes formal, structured activities, such as workshops and seminars, fellowships and other longitudinal programmes, and degree programmes, as the major method of delivery [2]. However, a number of recent articles have indicated the role of informal learning [48] and social factors [49] in faculty development as well as the value of faculty development in building communities of practice [50].

WBL이란 learning for work, learning at work, and learning from work 를 말한다. 이는 임상현장과 교육현장에서 교육을 담당하는 교수들에게 매우 근본적인 것인데, 왜냐하면 많은 경우 '직무를 통한 학습'이 교육에 첫 발을 들여놓는 계기이기 때문이다. 실제로, 일상의 근무환경에서, 즉 교사들이 진료/연구/교육 활동을 하는 과정에서 자주 학습이 일어난다.

Work-based learning, which has been defined as learning for work, learning at work, and learning from work [47], is fundamental to the development of clinical and classroom teachers for whom ‘learning on the job’ is often the first entry into teaching. In fact, it is in the everyday workplace—where teachers conduct their clinical, research and educational activities—that learning most often takes place [7].

흥미롭게도, 교수개발활동은 지금까지 교사의 '근무지'와는 멀리 떨어진 곳에서 이뤄져왔다. 결국 참여자들은 '배운 내용lessons learned'를 자신의 맥락으로 가지고 돌아가야만 했다. 아마도 지금은 이러한 트렌드를 바꿔야 할 때이며, 어떻게 근무지 환경에서 일어나는 학습을 강화할 수 있을지를 생각해야 한다. 피어코칭(종종 co-teaching 또는 peer observation이라 불리는)은 개별화된 학습을 가능하게 하고, 협력과 협동적 문제해결을 높여줌으로써 근무지-기반 교수개발을 보완해줄 수 있다.

Interestingly, faculty development activities have traditionally been conducted away from the teacher’s place of work, requiring participants to take their ‘lessons learned’ back to their own contexts. Perhaps it is time to reverse this trend and think about how we can enhance the learning that takes place in the work environment [51]. Peer coaching [52], which is sometimes called co-teaching or peer observation, can also complement work-based faculty development, as it enables individualized learning, increased collaboration and joint problem-solving.

'실천공동체community of practice'의 개념은 근무지-기반 학습과 밀접하게 연관되어 있다. Barab등은 실천공동체를 다음과 같이 정의했다.

The notion of a ‘community of practice’ is closely tied to that of work-based learning. Barab et al. [53] have defined a community of practice as a

 

‘persistent, sustaining, social network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice and/or mutual enterprise’.

 

앞서 언급한 바와 같이, 교육공동체의 구성원이 된다는 것은 더 나은 교사가 되는 중요한 스텝이다. Lave and Wenger 는 실천공동체의 성공은 다음의 다섯 요인에 달려있다고 하였다.

As mentioned earlier, becoming a member of a teaching community can be a critical step in becoming a better teacher. Lave and Wenger [18] suggest that the success of a community of practice depends on five factors:

• 공동의 목표의 존재와 공유 the existence and sharing by the community of a common goal;

• 그 목표를 달성하기 위한 지식의 존재와 활용 the existence and use of knowledge to achieve that goal;

• 구성원간 관계의 특성과 중요성 the nature and importance of relationships formed among community members;

• 커뮤니티와 커뮤니티 밖의 관계 the relationships between the community and those outside it; and

• 커뮤니티가 한 일과 그 활동의 가치의 관계 the relationship between the work of the community and the value of the activity.

 

커뮤니티는 공동의 리소스(언어/스토리/실천)를 필요로 한다. 실천공동체에 속하는 것은 우리가 임상에서 종종 목격하곤 하는 collegiality에 기반하게 되며, 교수개발을 위한 중요한 venue가 될 수 있다. 의학교육의 리더들은 동료들이 자신이 속한 커뮤니티를 더 가치롭게 여기고(그 존재와 구성원과 리소스를 기념하고), 커뮤니티를 찾게끔(새로운 네트워크 개발, 상호교환과 지지를 위한 기회 창출, 관계 지속) 도와야 한다.

A community also requires a shared repertoire of common resources, including language, stories, and practices [54]. In diverse ways, belonging to a community of practice builds on the collegiality that we often witness in clinical medicine and can be an important venue for faculty development, which in turn can lead to the development of a community of practice [50]. As leaders in medical education, we need to help our colleagues value the community of which they are a part (e.g., by celebrating its existence, members and resources) and find community (e.g., by building new networks, creating opportunities for exchange and support, and sustaining relationships) [7].

모든 교수에게 교수개발을 요구하기

Making faculty development an expectation for all faculty members

최근 규제기구에서 교사와 교육의 인증에 관심을 가지기 시작했다. 이들은 교육자의 인증에 있어서 교수개발의 중요성과 의학교육의 전문직화를 강조하였다.

In recent years, regulatory bodies have started to pay attention to the accreditation of teachers and teaching [5, 6]; they have also highlighted the importance of faculty development in the certification of educators and the professionalization of medical education [55].

• 영국: 교사의 역할은 핵심전문직역할로서 인식되고 있으며, 우연/적성/성향에 맡길 문제로 보고있지 않고, 교수개발 프로그램에 참여하는 것이 규범이다.
   In the UK, for example, the role of teacher is increasingly recognized as a core professional activity that cannot be left to chance, aptitude, or inclination [56], and participation in staff development is becoming the norm.

• 북미: 교수개발 참여는 자발적으로 이뤄지며, 그래서 어떤 사람은 '가장 교수개발이 필요한 사람은 가장 참여를 안 한다'라고 말하곤 한다. 그 결과 많은 교육자들이 교수개발을 모든 교수들에게 요구해야 할 것인가를 고민하고 있다
  In North America, however, faculty development is a voluntary activity, and as some have said, ‘those who need faculty development the most attend the least’ [35]. As a consequence, many educators are now questioning whether faculty development should be made an expectation of all faculty members.

흥미롭게도, 2008년 AUN은 모든 대학 교사들이 교육에 있어서 'basic qualification'을 획득하는 것을 의무화하여 교육 트레이닝과 인증을 받게 stimulate했다.

Interestingly, in 2008, the Association of Universities in the Netherlands stimulated the educational training and certification of all university teachers by affirming that all teachers must attain ‘basic qualifications’ in teaching [57].

네덜란드나 영국의 경험을 살펴보는 것이 도움이 될 것이다.

 

우리는 McLean의 권고를 볼 필요가 있다. '교수개발은 모든 의과대학의 핵심integral 미션이 되어야 하며, 학생을 가르치는 모든 사람들을 위한 formal preparation이 있어야 한다. 그리고, 그러한 과정은 모든 교수들에 대해서 initial and ongoing professional development로 제공되어야 한다.'

In many ways, it would be worthwhile for other countries to look at both the Dutch and UK experience to see if some of the ‘lessons learned’ might be pertinent to local contexts. We should also heed McLean et al.’s recommendations [60], as they suggest that faculty development should be integral to the mission of every medical school, that there should be formal preparation for anyone who teaches students, and that provision should be made for initial and ongoing professional development of all faculty members.

연구에 바탕을 둔 실천을 위하여 스칼라십 촉진

Promoting scholarship to ensure that research informs practice

최근 O’Sullivan and Irby 는 교수개발 분야 연구에 대한 어젠다를 다뤘다. '교수개발 커뮤니티에게 있어서, 핵심 요소는 참여자/프로그램/내용/퍼실리테이터/프로그램의 맥락이다' 라고 했다. 근무지 커뮤니티에 대해서는 추가로 '근무지 환경 내에서의 관계와 네트워크, 근무지 세팅의 조직과 문화, 교육 활동, 활용가능한 멘토링' 등이 있다.

In a recent article, O’Sullivan and Irby [61] outlined an agenda for research in faculty development. As they state, ‘for the faculty development community, the key components are the participants, programme, content, facilitator, and context in which the programme occurs’ [61]. For the workplace community, associated components include ‘relationships and networks of association in that environment, the organization and culture of the setting, the teaching tasks and activities, and the mentoring available to that community’ [61].

2020년까지 6/6을 목표로.

Aiming for 6/6 by 2020

유럽에서 정상시력은 6/6, 미국에서는 20/20

Normal visual acuity is expressed as 6/6 in Europe and 20/20 in North America. It is hoped that, collectively, we will be able to reach this level of acuity in faculty development.

 

Kotter의 변화의 단계

To pave the way, a review of Kotter’s steps for ‘leading change’ might also be helpful [62]. These steps include:

• establishing a sense of urgency;

• forming a guiding coalition;

• creating a vision;

• communicating the vision;

• empowering others to act on the vision;

• generating short-term wins;

• consolidating gains and producing more change; and

• anchoring the change in the culture.

왜 특정 변화가 필요한지 스스로 물어야 한다. 만약 변화가 필요하다면 동료들과 함께 비전을 만들고 소통하기 위하여 노력해야 한다. 동의buy-in을 구하고, 어떤 기회와 위협이 있는지 찾고, 등등

As faculty developers, we should ask ourselves why a particular change is needed, and if it is, we should work together with colleagues to create and communicate our vision, promote buy-in, identify opportunities and threats, create short-term wins, and anchor the change in the culture before pursuing a new direction.

교수개발 프로그램은 종종 '시급한' 교육적 니즈를 위해서 설계되곤 하며, 커뮤니티에 대한 '서비스'가 첫 번째 우선순위가 되곤 한다. 이것이 아마 teaching improvement를 강조하는 현상 또는 개개인에 초점을 두는 현상을 설명해줄 수 있을 것이다.

Faculty development offerings are often designed in response to ‘urgent’ educational needs, and ‘service’ to the community is frequently the first priority. This observation might help to explain the emphasis on teaching improvement and the apparent focus on the individual.

동시에 연구를 위한 펀딩은 부족하다. 그 결과 프로그램 평가가 정교하게 설계된 연구보다 더 급한 문제가 된다. 그러나 의학교육연구에 train받은 사람이 늘어나고, 의학교육연구에 집중하는 센터가 늘어나고 있기에, 연구 프로그램에 더 집중하고 scholarly activity를 늘리는 것이 시의적절할 것이다.

At the same time, funding for research in this field is often limited, and as a result, programme evaluation may take precedence over more carefully designed research studies. However, with a significant increase in the number of individuals trained to conduct research in medical education, and a concomitant rise in centres dedicated to medical education research (which are the normin most medical schools in the Netherlands), a more focused research programme, and increased scholarly activity in this area, may be timely.

2000년에 기술한 바와 같이 ‘변화하는 교수의 역할과 교수가 근무하는 조직의 진화는 교수개발 (프로그램의) 실천의 특성을 변화시킬 것이다 the changing roles of faculty members will continue to drive the changing nature of faculty development practices, as will the evolution of the organizations in which we work’.

 

지역 local context 외에도 세계의 파트너와 협력해야 한다. 전문성을 공유하고 노하우와 리소스를 축적해야 한다. Swanwick은 교수개발의 세 가지 driver를 다음과 같이 요약했다.

As stated in 2000, ‘the changing roles of faculty members will continue to drive the changing nature of faculty development practices, as will the evolution of the organizations in which we work’ [41]. We must also remember to think about faculty development beyond our local contexts [2] and be prepared to collaborate with partners around the world, sharing our expertise, accumulated ‘know how’ and resources. Swanwick [47] outlined three drivers for faculty development in postgraduate medical education:

• 증가하는 책무성 increasing accountability,

• 수월성의 추구 the pursuit of excellence, and

• 의학교육의 전문화 the professionalization of medical education.

Essentials

• Faculty development has a key role to play in individual and organizational change. 

• Faculty development initiatives should address faculty members’ multiple roles. 

• Faculty development activities should be grounded in a theoretical framework. 

• Faculty development programs should include work-based learning and communities of practice. 

• Faculty development practices should be systematically assessed and informed by research findings.

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31. Glassick CE. Boyer’s expanded definitions of scholarship, the standards for assessing scholarship and the elusiveness of the scholarship of teaching. Acad Med. 2000;75(9):877–80.

35. Steinert Y, McLeod P, Boillat M, et al. Faculty development: a ‘field of dreams’? Med Educ. 2009;43(1):42–9.

41. Steinert Y. Faculty development in the new millennium: key challenges and future directions. Med Teach. 2000;22(1):44–50.

48. Steinert Y. Faculty development: From workshops to communities of practice. Med Teach. 2010;32(5):425–8.

50. Steinert Y, Boudreau D, Boillat M, et al. The Osler fellowship: an apprenticeship for medical educators. Acad Med. 2010;85(7):1242–9.

58. Molenaar WM, Zanting A, Van Beukelen P, et al. A framework of teaching competencies across the medical education continuum. Med Teach. 2009;31(5):390–6.

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Perspect Med Educ. 2012 Mar;1(1):31-42. doi: 10.1007/s40037-012-0006-3. Epub 2012 Feb 10.

Perspectives on faculty development: aiming for 6/6 by 2020.

Steinert Y1.

Author information

• 1Centre for Medical Education, Faculty of Medicine, McGill University, Lady Meredith House, 1110 Pine Ave. West, Montreal, QC H3A 1A3 Canada.

Abstract

Faculty development has a key role to play in individual and organizational development. This perspective on faculty development, which builds on the 2020 Vision of Faculty Development Across the Medical Education Continuum Conference and the First International Conference on Faculty Development in the Health Professions, describes six recommendations that we should consider as the field of faculty development moves forward: grounding faculty development in a theoretical framework; broadening the focus of faculty development to address the various roles that clinicians and basic scientists play; recognizing the role that faculty development can play in promoting curricular and organizational change; expanding our notion of how faculty members develop and moving beyond formal, structured activities to incorporate notions of work-based learning and communities of practice; making faculty development an expectation for all faculty members; and promoting scholarship in faculty development to ensure that research informs practice. Looking ahead, we should also consider strategies for leading change, collaborate across institutions and international borders, and work together to share lessons learned in research and practice.

KEYWORDS:

Faculty development; Medical education

PMID:

 

23316457

 

[PubMed] 

PMCID:

 

PMC3540386

 

Free PMC Article