의학교육자를 위한 교수개발: 장애요인과 미래방향(Acad Med, 2011)

의학교육자를 위한 교수개발: 장애요인과 미래방향(Acad Med, 2011)

Faculty Development for Medical Educators: Current Barriers and Future Directions

의학의 변화에 대응하기 위해서는 의학교육자들은 의학교육을 바꿔야 한다. 이것을 하려면 의학을 가르치는 사람을 바꿔야하고, 그들이 가르치는 내용, 방법, 의학교육연구를 하는 방법을 바꿔야한다. 이를 위해서는 교수개발이 바뀌어야 한다.

To respond appropriately to the coming changes in medicine, we medical educators need to change medical education. We can do this by changing the people who teach medicine—at all levels—and change what they teach, how they teach, and how they do research in medical education. To accomplish this, faculty development must change. What should modern and future faculty development look like?

배운점

Key Lessons Learned

이번 컨퍼런스에서는 medicine을 바꾸고 싶다면, medicine을 가르치는 사람을 바꿔야 한다는 것을 확인시켜주었다. 그리고 이것을 달성하기 위해서는 교수개발을 위한 구체적인 교육전략이 있어야 한다. 추가적으로 어떤 의과대학은 여러개의 우수한 FD를 갖춘 반면 어떤 대학은 매우 적다. 이번 컨퍼런스는 medicine을 가르치는 모든 사람에게 양질의 FD가 제공되어야 함을 강조했다. 또한 FD만을 위한 리소스 저장공간으로서 특정 웹사이트가 필요함을 권고했다.

The conference confirmed the idea that if you want to change medicine, you have to change those who teach medicine, and you can accomplish this with specific educational strategies for faculty development. In addition, whereas some medical schools have many excellent faculty development offerings, some schools offer very few. The conference reinforced the idea that quality faculty development must be made available to all who teach medicine. The conference also recommended creating a Web site specifically as a resource repository for faculty development.

의료의 모델이 바뀌면 FD도 함께 바뀌어야 한다. 다음과 같은 것을 알아야 한다.

As models of care change, faculty development will also need to change. We will need to examine

• 어떻게 의료진을 훈련시키는지 how we train the health care team and improve
• 어떻게 환자의 행동을 변화시키는지 how we change patient behaviors. We will need to
• 교육과 진료에 새로운 테크노로지를 활용하기 위한 전략 develop strategies to harness new technologies to aid teaching and patient care.

 

통합생의학정보시스템을 활용한 교수와 학생이 제일 앞에서 인구집단의 건강이슈를 발견할 것읻.

Faculty and students with access to integrated biomedical informatics systems will be on the front lines of discovering health issues in the populations they serve and assessing the effectiveness of the health care systems in which they practice.

FD를 위한 펀딩

Funding for and Recognition of Faculty Development

위의 권고는 추가적 펀딩 없이는 불가능하다.

The recommendations listed above cannot be implemented without additional funds.

Molenaar 등은 모든 레벨의 교육자들은 다양한 유형의 훈련이 필요하다고 주장했다. 이러한 원칙에 따르면, 어떤 레벨에 있느냐, 그리고 그 레벨에서 필요한 역량이 무엇이냐에 따라 다양한 funding requirement가 있을 수 있다. 한 가지 경제적으로 teacher training을 하는 것은 웹-기반 교육모듈을 개발하는 것이다. FD를 할 교수가 매우 소수일 때 중요하다. 이러한 프로그램을 일정 수 이상 이수하면 “certified medical teacher.”이란 타이틀을 줄 수도 있다.

Molenaar et al4 state that educators at various levels need various types of training. Using this principle, funding requirements would vary, depending on the level of training and competence necessary at each teaching level. One way to economically provide teacher training is to develop Web-based teaching modules. This is especially important for those institutions that have few faculty development offerings. Passing a certain number of these courses could then entitle the learner to include a title on his or her curriculumvitae such as “certified medical teacher.”

교수와 기관 사이의 의사소통과 자료공유

Communication and Sharing of Materials Between Faculty and Institutions

Listserv가 필요하다.

(To join the Faculty Development Listserv, send an e-mail to listserv@listserv.uh.edu. Leave the subject line blank. In the body of the message, type sub FacDevMedEd, followed by your first name and last name.)

정보를 저장하고 (공유해서) "reinvent the wheel"하는 일이 없어야 한다.

Medical education faculty development needs a home where information can be stored so that all involved would not have to “reinvent the wheel.”

다른 기관/전문직과의 연결

Connections With Other Medical Organizations and Other Professions

 

간호/치의학/Allied health/공중보건/약학 등의 전문직과 교류connect해야 함.

We medical educators need to connect with what is being done in faculty development at institutions and medical specialty organizations and by educators in the other health professions such as nursing, dentistry, allied health, public health, and pharmacy. We also need to explore faculty development in other postsecondary disciplines

전 국가적 interdisciplinary conference가 필요하다.

To encourage collaboration with other disciplines, we call for a national interdisciplinary conference on faculty development.

1 Baylor College of Medicine. Faculty Development Conference: A 2020 Vision of Faculty Development Across the Medical Education Continuum; February 26–27, 2010; Houston, Tex. http://www.bcm.edu/fac-ed/ index.cfm?pmid 15709. Accessed December 20, 2010.

4 Molenaar WM, Zanting A, Van Beukelen P, et al. A framework of teaching competencies across the medical education continuum. Med Teach. 2009;31:390–396.

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Acad Med. 2011 Apr;86(4):405-6. doi: 10.1097/ACM.0b013e31820dc1b3.

Faculty development for medical educators: current barriers and future directions.

Searle NS, Thibault GE, Greenberg SB.

Comment in

• Cost-effective learning for cost-effective care? [Acad Med. 2011]

PMID:

 

21451265

 

[PubMed - indexed for MEDLINE]