바쁜 교수들을 위한 교수개발 (ABC of Learning and Teaching in Medicine, 2010)

바쁜 교수들을 위한 교수개발 (ABC of Learning and Teaching in Medicine, 2010)

Making It All Happen: Faculty Development for Busy Teachers

Yvonne Steinert

McGill University, Montreal, Quebec, Canada

교수개발이란?

What is faculty development?

 

Centra 1978은..

Faculty development, or staff development as it is often called, refers to that

'broad range of activities institutions use to renew or assist teachers in their multiple roles (Centra 1978).'

여기서는..

For the purpose of this discussion, faculty development will refer to

'all activities teachers pursue to improve their teaching skills in both individual and group settings.'

교수개발이 중요한 이유?

Why is faculty development important?

교육효과성 향상을 위한 교수개발 프로그램은 의사들에게 교수학습에 대한 새로운 지식과 스킬을 제공한다. 또한 교육에 대한 신념 또는 태도를 강화 또는 변화시키고, 지금껏 '직관적'으로 해왔던 것에 대한 개념적 프레임워크를 제공해주며, community of teachers에 들어가게 해준다.

Faculty development designed to improve teaching effectiveness can provide clinicians with new knowledge and skills about teaching and learning. It can also reinforce or alter attitudes or beliefs about teaching, provide a conceptual framework for what is often performed intuitively and introduce clinicians to a community of teachers (Steinert 2010a).

교수개발프로그램의 목적, 내용

Common faculty development goals and content areas

개인 수준에서 교수개발은 다음과 같은 것을 다룰 수 있다.

At the individual level, faculty develop- ment can

• 교수학습에 대한 태도와 신념 address attitudes and beliefs about teaching and learning;

• 교육 원칙과 교수 설계에 대한 지식  transmit knowledge about educational principles and instructional design; and

• 교육, 교육과정 설계, 교육리더십 관련 스킬 개발 develop skills in teaching, curriculum design and edu- cational leadership.

 

조직 수준에서..

At the organisational level, it can help to

• 학습의 기회 창출 create opportunities for learning;

• 우수한 교수-학습을 인정하고 보상해줌 recognise and reward excellence in teaching and learning; and

• 효과적인 교육을 위한 시스템적 문제 해결 address systems issues that impede effective educational practices (Steinert 2010b).

지금까지 대부분의 교수개발 프로그램은 teaching improvement에 초점을 두어왔으며, personal development, educational leadership and scholarship and organisational development and change에는 관심을 덜 두어왔다. 그러나 조직의 변화 없이 새로운 지식과 스킬은 도입되기 힘들다.

To date, the majority of faculty development programmes have focused on teaching improvement, however, less attention has been paid to personal development, educational leadership and scholarship and organisational development and change. Yet without organisational change, new knowledge and skills may be difficult to implement.

교수개발에 관한 개인 차원의 접근

Individual approaches to faculty development

경험으로부터 배우기

Learning from experience

교수로서의 책무의 특성에 따라 교수(교사)들은 교수개발프로그램에 참여하기 이전에 이미 'OTJ Training'을 통해서 배운다. 이들은 동료의 행동을 관찰하기도 하고 자신의 행동을 성찰하기도 한다.

Prior to engaging in organised faculty development programmes, teachers often learn through ‘on-the-job training’, by the nature of their responsibilities, observing their colleagues in action or reflecting on their experiences.

 

 

You need to do more than simply teach ... You need to reflect on your teaching, discuss your teaching with other educators, and try to analyze and improve what you are doing.

• Reflection in action – 수행중인 일을 성찰 while performing an act/role, analysing what is being done 

• Reflection on action – 수행한 일을 성찰 after performing the act/role, reflecting on the impact of the action on the student and yourself 

• Reflection for action – 미래를 위한 성찰 reflecting on what has been learnt for the future

 

동료와 학생들로부터 배우기

Learning from peers and students

피어코칭이라고도 불리는 이것은, 임상의사들에게 특히 appeal하는데, 왜냐하면 실제 직무환경에서 이뤄지고, 개별화된 학습을 가능하게 해주고, 협력을 촉진시켜주기 때문이다.

Peer coaching, as this activity is sometimes called, has particular appeal for clinicians because it occurs in the practice setting, enables individualised learning and fosters collaboration (Orlander et al. 2000).

여러 측면에서 학생 또는 동료와 대화를 함으로써, 복잡한 교육활동을 이해가능한 요소들로 분해하고, 의도-행동-교육성과를 연결짓고link, 개인이 가지고 있는 가정을 검증해보고, 구체적인 교육활동의 효과성을 따져볼 수 있다.

In multiple ways, engaging in dialogue with students and peers can help clinical teach- ers to break down complex teaching activities into understandable components, link intent, behaviour and educational outcomes, facilitate the examination of personal assumptions and examine the effectiveness of specific teaching practices (Steinert 2010b).

교수개발을 위한 그룹 차원의 접근

Group approaches to faculty development

교수개발 워크숍에 참여함으로써

공동체의식, 자기인식, 동기부여, 현재 (나의) 교육행위와 교육신념의 검증에 도움이 되었다.

Participating in a faculty development workshop gives me

a sense of community, self-awareness, motivation and validation of current practices and beliefs.

 

구조화된 교수개발 활동

Structured faculty development activities

워크숍, 세미나, 단기코스 Workshop, seminars and short courses

펠로우십과 학위 프로그램 Fellowships and degree programmes

대부분의 영국 대학에서는 교수들이 교수-학습에 관한 인증certificate를 받게 요구한다.

Most universities in the United King- dom now require faculty members to undertake a certificate in teaching and learning

장기 프로그램 Longitudinal programmes

 

근무지 기반 학습

Work-based learning

다음과 같이 정의된다: 근무를 위한, 근무지에서의, 근무로부터의 학습 (learning for work, learning at work and learning from work )

Work-based learning has been defined as learning for work, learning at work and learning from work (Swanwick 2008).

 

근무지에서 이뤄지기 때문에 매일매일의 경험을 '학습경험'으로 보는 것이 중요하다.

Moreover, as learning usually takes place in the workplace, it is important to view these everyday experiences as ‘learning experiences’.

교수자 커뮤니티의 구성원 되기

Becoming a member of a teaching community

한 주니어 동료가 말한 바와 같이 '만약 자신을 한 그룹에 immerse할 수 있다면, 거기서 얻는 바는 매우 많다. 특히 여러가지 것들things를 '교육'이라는 안경을 쓰고 본다면 더욱 그렇다'. 이 인용구는 커뮤니티의 가치, 커뮤니티를 찾는 것이 주는 장점을 강조한다. 많은 경우 공통의 비전과 언어를 공유하는 것(그리고 교수자 커뮤니티의 구성원이 되는 것)은 교수개발의 중요한 단계이다.

As a junior colleague observed, ‘If you are able to immerse yourself in a group, it gives you so much. especially as you begin to look at things critically with education glasses on’ (Steinert 2010b). This quote underscores the benefit of valuing and finding community, as in many ways, sharing a common vision and language – and becoming a member of a community of teachers – can be a critical step in faculty development.

교수개발 프로그램이 차이를 만들어내는가?

Does faculty development make a difference?

효과적인 교수개발 프로그램의 특징

The BEME review also highlighted specific features that con- tribute to the effectiveness of formal faculty development activities. These ‘key features’ incorporated

• 경험학습의 역할과 학습한 내용을 적용하는 것의 중요성 the role of experiential learning and the importance of applying what had been learnt;

• 피드백 제공 the provision of feedback;

• 효과적인 동료 관계. 롤모델링, 정보교환, 상호지지collegial support effective peer relationships, which included the value of role modelling, exchange of information and collegial support;

• 교수학습의 원칙을 따르는 잘 설계된 인터벤션 well-designed interventions that followed principles of teaching and learning; and

• 다양한 교수법 활용 the use of multiple instructional methods to achieve intended objectives.

 

Awareness of these components can help teachers to choose effective programmes.

당신에게 맞는 교수개발

Making faculty development work for you

자신의 니즈를 안다

Identify your needs

핵심 교육스킬은 다음과 같이 밝혀진 바 있다.

Core teaching skills have also been identified:

• 긍정적 학습환경 구축 the establishment of a positive learning environment;

• 명확한 목표와 기대치 설정 the setting of clear objectives and expectations;

• 적시에, 적절한 정보 제공 the provision of timely and relevant information;

• 질문 및 다른 교수법의 효과적 활용 the effective use of questioning and other instructional methods;

• 적절한 롤모델링 appropriate role modelling; and

• 건설적 피드백 제공과 객관적 평가 the provision of constructive feedback and objective-based evaluations.

선호하는 학습법을 결정한다

Determine your preferred method(s) of learning

자신에게 맞는 프로그램을 고른다

Choose a programme that works for you

멘토나 가이드를 찾는다

Identify a mentor or guide

교수자 커뮤니티를 찾는다

Find a community of teachers

종종 교육은 '팀 스포츠'라고 불린다. 교육적 수월성은 independently하게 달성하기 어려우며, 비슷한 생각을 가진 사람들의 커뮤니티를 찾고 그것의 가치를 알아야 한다.

It has often been said that teaching is a ‘team sport’. We must remember that achieving educational excellence cannot be accomplished independently and we must try to find – and value – a community of like-minded individuals.

 

 

Conclusion

네덜란드어로 교수개발은 '가르침의 전문직화'로 번역될 수 있다.

The Dutch term for faculty development, Docentprofessionalisering, loosely translates as the ‘professionalisation of teaching’.

 

Orlander J, Gupta M, Fincke B, Manning M, Hershman W. Co-teaching: a faculty development strategy. Medical Education 2000;34(4):257–65.

Steinert Y. Becoming a better teacher: From intuition to intent. In: J. Ende (Ed.). Theory and Practice of Teaching Medicine. Philadelphia: American College of Physicians, 2010 (b).

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ABC of Learning and Teaching in Medicine, 2nd Edition Peter Cantillon (Editor), Diana Wood (Editor) ISBN: 978-1-4051-8597-4 96 pages July 2010, BMJ Books

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교수개발: 워크숍에서 실천공동체까지 (Med Teach, 2010)

Faculty development: From workshops to communities of practice

YVONNE STEINERT

Faculty Development Office and Centre for Medical Education, Faculty of Medicine, McGill University, Canada

Participating in a faculty development workshop gives me a sense of community, self-awareness, motivation and validation of current practices and beliefs .... 

Steinert (2008)

Introduction

공식 프로그램과 비공식 학습이 있음.

To date, most faculty development initiatives described in the literature consist of formal (or structured) programmes such as workshops and seminars, longitudinal programmes and fellowships (Steinert et al. 2006). Moreover, although the most common definitions of faculty development refer to a planned pro- gramme to prepare institutions and faculty members for their academic roles (Bland et al. 1990), this viewpoint asserts that faculty development can occur in a variety of contexts and settings, and often begins with informal learning in the workplace.

 

 

 

경험으로부터 배우기

Learning from experience

교수개발의 접근법으로 여기지 않기도 하나, 자기-발전에 핵심적이다.

Although this form of learning, which may occur in the classroom or in the clinical setting, is not often considered an approach to faculty development, it is vital to self-improvement.

Learning by doing. 어떻게 우리가 (비록 롤모델이 하는 행동과 반대로 하더라도) 롤모델로부터 배웠는지를 기억할 수 있을 것이다.

Learning by doing is frequently described in the medicaleducation literature as experiential learning. However, it is equally neglected in discussions about faculty development. However, all of us can remember how we learned from role models, even if we sometimes try to exhibit behaviours in opposition to what our role models have demonstrated.

 

경험에 대한 성찰: 자기인식, 비판적 분석, 새로운 관점을 개발

Reflecting on experience enhances both learning by doing and observing. Whatever the nomenclature, self awareness, critical analysis, and the development of a new perspective are fundamental to the process of reflection,

다음이 도움이 될 수 있음(교육기록 로그, 나를 위한 노트, 동료의 행동 관찰)

At times, keeping a log of teaching encounters or a journal can initiate the process of analysis and reflection. At other times, ‘notes to self’ or viewing oneself on film can offer new insights into recurrent patterns or behaviours. Seeing collea- gues in action can also trigger reflection.

 

스스로에 대해서 일련의 비판적 질문을 던져볼 수 있다.

Whatever the venue, asking oneself a series of critical questions can help teachers begin to:

• 복잡한 교육활동을 이해가능한 요소로 분해함 break down complex teaching activities into under- standable components;

• 자신이 가지고 있는 가정에 대해 검사해봄 facilitate the examination of personal assumptions;

• '실험'을 장려하고 새로운 접근법 시도 encourage ‘experimentation’ and try out new approaches to teaching;

• 구체적 교육행위의 효과성 검사 examine the effectiveness of specific teaching practices; and

• 계획성 높이기 increase intentionality (Steinert 2010),

동료와 학생들로부터 배우기

Learning from peers and students

피어코칭

Peer coaching, sometimes called co-teaching, enables individualized learning, and fosters collaboration (Steinert 2005).

 

동료와 레지던트로부터 피드백 받기

Soliciting feedback from students and residents can be equally worthwhile. In fact, the following questions can trigger a useful discussion after a specific teaching encounter:

• 무엇을 배웠나요? What did you learn today?

• 이번 encounter가 도움이 되었나요? What about this encounter was helpful to you?

• 더 도움이 되려면 어떻게 다르게 해야할까요? What could we have done differently to make it more useful to you?

 

이러한 형태의 피드백이 루틴으로 사용되지 않는 것은 안타까운 일이다.

It is unfortunate that feedback of this nature is not routine (Steinert 2010),

 

워크숍, 세미나, 장기 플그램

Workshops, seminars and longitudinal programmes

워크숍은 다음과 같은 목적으로 자주 사용됨.

workshops are popular because of their inherent flexibility and promotion of active learning. Teachers value a variety of teaching methods within this format (Steinert et al. 2006), which is commonly used

• to promote skill acquisition (e.g., lecturing or small-group teaching skills),

• to prepare for new curricula (e.g., problem-based learning) or

• to help faculty adapt to new teaching environments (e.g., teaching in the ambulatory setting).

펠로우십

Fellowships of varying length, format, and emphasis have also been utilized in many disciplines. More recently, integrated, longitudinal programmes have been developed as an alternative to fellowship programmes or sabbaticals. These programmes, in which faculty commit 10–20% of their time over 1–2 years, allow health care professionals to maintain most of their clinical, research, and administrative responsi- bilities while furthering their own professional development (Steinert 2010). Programme components typically consist of a variety of methods, including university courses, monthly seminars, independent research projects, and participation in staff development activities.

통합 장기적 프로그램

Integrated longitudinal pro- grammes, such as a Teaching Scholars Program, have particular appeal because teachers can continue to practice and teach while improving their educational knowledge and skills (Gruppen et al. 2006; Steinert & McLeod 2006). In addition, these programmes allow for the development of educational leadership and scholarly activity in medical education.

인증 또는 학위 프로그램. 이것을 의학교육의 'professionalization'이라고 부르기도 하고, 의학교육자들이 '글로벌 스탠다드'를 위해 노력해야 한다고 주장한다. 그러나 어떤 사람들은 여기에 동의하지 않고 헌신적인 교육자의 권리를 박탈disenfranchise하는 것을 우려하기도 한다.

Certificate or degree programmes are also becoming increasingly popular in many settings. In part, this is due to what some authors have termed the ‘professionalization’ of medical education and several authors have argued for the need to certify medical educators and work to ensure global standards; others do not agree and worry about disenfranchiz-ing keen and committed educators (Eitel et al. 2000; Purcell &Lloyd-Jones 2003).

근무지 기반 학습과 실천공동체

Work-based learning and communities of practice

근무지 기반 학습은 "learning for work, learning at work, and learning from work"이며, 경험학습과 밀접하게 관련되어 있다. 일상의 경험을 '교육 경험'으로 봐야 한다.

Work-based learning, which is often defined as learning for work, learning at work, and learning from work (Swanwick 2008), is closely tied to the notion of experiential learning, as ‘learning on the job’ is often the first entry into teaching and education. It is therefore very helpful to view everyday experiences as ‘learning experiences’ and to reflect with colleagues and students on learning that has occurred in the work environment (Boud & Middleton 2003).

전통적으로 교수개발활동이 교사의 근무지에서 벗어난 곳에서 진행되어 왔다는 사실은 흥미롭다. 그 결과 참여자들은 프로그램에서 배운 내용을 각자의 맥락으로 가져가서 적용해야 했다.

It is also interesting to note that staff development activities have traditionally been conducted away from the teacher’s workplace, requiring participants to take their ‘lessons learned’ back to their own contexts. Perhaps, it is time to reverse this tradition and think about how we can enhance the learning that takes place in the work environment.

'실천공동체'개념은 근무지기반학습과 밀접하게 연결되어 있다. 다음과 같은 정의

The notion of a ‘community of practice’ is closely tied to that of work-based learning. Barab et al. (2002) 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 experi- ences focused on a common practice and/or mutual enter- prise’.

 

더 자세하게는 Lave and Wenger 는 실천공동체의 성공에 중요한 다섯가지 요인을 밝힘.

More specifically, Lave and Wenger (1991) suggest that the success of a community of practice depends on five factors:

• the existence and sharing by the community of a common goal;
• the existence and use of knowledge to achieve that goal;
• the nature and importance of relationships formed among community members;
• the relationships between the community and those outside it; and
• the relationship between the work of the community and the value of the activity.

 

커뮤니티는 공동의 리소스(언어, 스토리, 행동)을 공유한다. 실천공동체에 속한다는 것은 다양한 방식으로 협력관계collegiality를 쌓는 것이다. 그리고 이 협력관계는 임상에서 종종 목격하는 것이며, 교수개발의 중요한 장소venue이다.

A community also requires a shared repertoire of common resources, including language, stories, and practices (Wenger1999). 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 (Steinert et al. 2010).

 

 

의학교육자로서 동료들이 다음을 할 수 있게 도와야 한다.

As medical educators and faculty developers, we need to help our colleagues

• 자신이 속한 커뮤니티의 가치를 소중하게 여기게 함 value the community of which they are a part(e.g., by celebrating its existence, members, and resources)and
• 커뮤니티를 찾게 함 find community (e.g., by building new networks, creating opportunities for exchange and support, and sustaining relationships).

멘토십

Mentorship

멘토는 guidance, direction, support, expertise 를 한다. 또한 조직의 문화를 이해하게 도와준다.

Mentors can provide guidance, direction, support, or expertise to faculty members in a variety of settings. They can also help teachers to understand the organizational culture in which they work and introduce them to invaluable professional networks (Walkeret al. 2002).

 

멘토십 모델의 핵심 요소들(서포트, 도전, 커리어 비전)

Daloz (1986) has described a mentorship model that balances three key elements: support, challenge, and a vision of the individual’s future career. 

Conclusion

Steinert Y. 2008. From teacher to medical educator: The spectrum of medical education. Unpublished report. Montreal: Centre for Medical Education.

Steinert Y. 2010. Becoming a better teacher: From intuition to intent. In: Ende J, editor. Theory and practice of teaching medicine. Philadelphia: American College of Physicians.

Cohen R, Murnaghan L, Collins J, Pratt D. 2005. An update on master’s degrees in medical education. Med Teach 27(8):686–692.

 

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Med Teach. 2010;32(5):425-8. doi: 10.3109/01421591003677897.

Faculty development: from workshops to communities of practice.

Steinert Y1.

Author information

• 1Faculty Development Office and Centre for Medical Education, Faculty of Medicine, McGill University, Quebec, Canada. yvonne.steinert@mcgill.ca

PMID:

 

20423263

 

[PubMed - indexed for MEDLINE]