(출처 : http://meded.ucsf.edu/radme/faculty-development)
교수법 향상 개입의 효과
EFFECTIVENESS OF TEACHING-IMPROVEMENT INTERVENTIONS
어떤 교수개발 모델 혹은 개입방법을 사용할 것인가를 결정할 때, 관련 연구들의 결과를 참고하는 것이 도움이 된다. 교수법 향상에 관한 최근의 연구들은 과거의 연구와 비슷한 결론을 도출하고 있다. 교수향상을 위한 개입방법의 영향에 대한 실험논문은 많지 않지만, quasi-experimental 연구를 비롯한 다른 논문들이 많이 있다.
When considering which faculty development models and interventions to use, it is helpful to base these decisions upon the results of educational research. The most recent reviews of the research on instructional-improvement interventions in medical education17,18.are in accord with prior reviews.5,39-42 While there is a paucity of experimental research on the effects of teaching-improvement interventions, there is a large and growing body of quasi-experimental and qualitative research demonstrating the efficacy of longer workshops, students' ratings coupled with individual consultation, and faculty development fellowships
Workshops
이틀 혹은 그 이상 길이의 워크숍은 한 가지 이상의 개입방법을 포함하고 있으며, 실제 수행과 피드백, Reminder가 교수자의 지식, 태도, 기술에 영향을 주는 것으로 연구되어 있다.
Workshops that are two days long or longer, involve more than one type of intervention, and are followed up with practice, feedback, and reminders have demonstrated effects on teachers' knowledge, attitudes, and skills. 21,22,37,44-56
이러한 결론은 Davis 등의 메타분석 결과와도 비슷하다.
This conclusion is similar to that reached by Davis and colleagues 57 in a meta-analysis of continuing medical education programs intended to change the practice, knowledge, attitudes, and skills of physicians
Teaching Evaluations with Consultation
학생으로 하여금 교육을 평가하게 하는 것은 교육자의 행동을 바꿀 수 있으며, 특히 개개인에 대한 자문이 더해질 경우 더욱 그렇다.
Evaluations of teaching by students can lead to changes in teaching behaviors, particularly if accompanied by individualized consultation in which the instructor is provided assistance in interpreting results and devising changes in
teaching practice in a nonthreatening environment.60
임상 교육에 대한 최근의 연구 결과에서 평가 결과를 제공할 때 개개인에 대한 조언을 함께 하는 것의 중요성이 자주 강조되고 있다. 전향적인 무작위 시험에서 개개인에 대한 피드백을 준 것이 기술 향상과 평가 전-후의 차이가 가장 컸다.
Three recent studies in clinical education reinforce the importance of individualized advice in reporting ratings. A prospective, randomized trial of the effect of feedback on clinical teaching by Schum and Yindra63 suggests that individual feedback was associated with higher ratings on four skills and larger pre-post differences among participants than among controls
Wilson은 가장 통계적으로 중요한 변화를 보인 평가 아이템들은 구체적이고, 자세하고, 행동에 관한 것(concrete, specific, behavioral) 이었다 라고 하였다.
Wilson found that rating "items on which the greatest number of faculty showed statistically important change were those for which the suggestions were most concrete, specific, and behavioral.69.
Faculty Development Fellowship Programs
교수개발 프로그램에 대한 fellowship program은 더 자세하면서 포괄적인 기전을 다루고 있으며, 비교적 최근에 등장하였다.
Faculty development fellowship programs have emerged in recent years as a more in-depth and comprehensive mechanism for strengthening the instructional skills and scholarly abilities of faculty members
A COMPREHENSIVE PROGRAM OF FACULTY DEVELOPMENT
전문가 개발 (Professional Development: Joining the Academy)
교수법 개발 (Instructional Development)
리더십 개발 (Leadership Development)
조직 수준 개발 (Organizational Development: Educational Policies and Procedures)
교수개발은 교육사업에 있어서 몇 단계에 걸쳐서 교수들을 참여시켜야 한다.
시작 단계에서, 모든 교수들은 기본적인 교육 기술을 습득해야 하며, 그 기관의 학문적 가치, 규범, 기대에 대해 이해하고 있어야 한다.
Faculty development programs need to address the several levels of faculty involvement in the educational enterprise. 67·69 At the entry level, all faculty members should possess basic teaching skills and be oriented to the academic values, norms, and expectations of the institution
자신의 교육에 대한 성찰의 기회가 주어짐에 따라서 일부 교수들은 좀 더 교육학적 지식을 습득해야 하며 여기에는 다음과 같은 것들이 포함된다.
With opportunities to reflect upon their teaching practices, a subset of teaching faculty will develop into teachers with more pedagogic content knowledge, 19 which integrates...
knowledge of content, learners,
teaching skills, context, and, in medicine, patients.
이 단계에서 일어나는 변화의 원동력은 더 발전된 교육 경험, guided reflection, 교육 이론과 실습에 대한 광범위한 노출 등이다.
This second level occurs as a result of more advanced teaching experience, guided reflection, and broader exposure to educational theory and practice
세 번째 단계에서 교육프로그램에 리더쉽을 발휘하는 교수들이 생겨난다. 임상실습이나 레지던트 프로그램의 책임자를 맡게 되며, 교과과정 위원회의 위원장이나 교육에 관심이 있는 주니어 스텦들의 멘토로서 역할을 할 수 있다.
At a third level, there are those faculty members who provide leadership to educational programs, serving as directors of clerkship and residency programs, as chairs of course and curriculum committees, and as mentors to junior colleagues
interested in teaching
일부 소그룹의 교수들은 Teacher-scholar의 네 번째 단계에 도달하며, 교육을 가르치는 것과 교과과정의 과정과 결과(process and outcome of teaching and the curriculum)으로 인식한다.
A small group of faculty members constitutes a fourth level-teacher-scholars, who approach education with questions about the process and outcomes of teaching and the curriculum
마지막으로 학교에는 정책, 과정, 조직구조를 집행하며 의미있는 참여를 이끌어내고, 교육의 향상을 가져오는 일을 할 수 있는 일부 교수들과 집행부가 있다.
Finally, schools have a group of faculty members and administrators who are committed to and capable of creating policies, procedures, and organizational structures that encourage meaningful participation in and improvement of education.7
이러한 다양한 종류의 교육자들을 개발하고 유지하기 위해서 교수개발 프로그램은 넓은 범위의 활동을 포함해야 한다.
In order to develop and sustain the work of these various types of educators, faculty development programs should include a range of activities:6, 70- 72
Professional Development: Joining the Academy
academic community의 새로운 일원으로서, 교수는 academic profession에 대한 사회화가 되어야 한다. Benor와 Mahler는 "조직, 조직의 철학, 그리고 조직의 교육적 접근에 대한 개개 교수들의 정체성을 확립해야 한다"라고 강조했다.
As new members of the academic community, faculty members need to be socialized into the academic profession. Benor and Mahler stress the importance of "enhancing the identification of the individual teacher with the institution, its philosophy, and its educational approaches." 71
새로운 교수 구성원에 대해서 다뤄야 할 내용은 교수에게 요구되는 가치와 규범, 기대와 같은 것들이며, 특히 선생님으로서의 역할이 중요하다.
Issues to be addressed for new faculty members include the values, norms, and expectations of the faculty, particularly as teachers;
the skills of scholarship as defined by the institution;
the establishment of a network of experienced and knowledgeable colleagues;
and knowledge of the steps for academic advancement, including how to document accomplishments as a teacher.
Instructional Development
<초급 교육 기술 Initial teaching skill>
교수 개발은 교수들이 기본적인 교육 기술을 학습하는 것으로부터 시작하며, 이는 교수에게 요구되는 교육적 역할과 연결이 되어야 한다.
presentation and discussion facilitation skills;
strategies for teaching during patient care;
instructional planning and reflection skills;
evaluation, feedback, and grading skills;
and information technology skills
<가르침과 배움을 연결시키기 Connecting teaching and learning.>
가르치는 것을 학습하는 것과 연결시킬 수 있어야 한다. 몇 년의 교육을 경험하고 나면 교수들은 왜 어떤 방법은 통하고 어떤 방법은 통하지 않는지에 대해 생각하게 된다. 그들은 학습자에 대해서 더 관심을 가질 수도 있고, 가르치는 사람인 본인에 대해서는 덜 신경을 쓸 수도 있다. 이 때야말로 교수-학습에 대한 것을 가르치기에 가장 좋은 때이며, 학습 이론과 교육 임무를 연계시키는 과정에 참여시킬 수 있는 기회이다. 교육수행을 되돌아보면서 교수들은 그들이 가르쳤던 경험으로부터 학습을 한다.
After several years of teaching, faculty members often begin to wonder why certain teaching methods work while others do not. They may also begin to focus more on the learners and less on themselves as teachers. This is the best time to introduce them to the literature on teaching and learning, and to engage them in the process of connecting learning theory to teaching practices. Reflective educational practices involve faculty members in learning from their experiences of teaching.
실용적인 지식에 대한 토론과 교육에 대한 생각에 대해 이야기하고, 학습에 대한 연구를 리뷰하면서 경험이 많은 교수들은 어떻게 가르쳐야 할 것인가에 대한 자신만의 이론을 구성할 수 있다.
Through discussion of their practical knowledge and beliefs about teaching, and review of research on learning, more experienced teachers can begin to construct a personal set of principles to guide decisions76 about how to teach specific content to particular learners in distinct situations. 3,18,19,27
Leadership Development
<교과과정 개발과 리더십(Curriculum development and leadership in medical education)>
교육프로그램의 발전을 위해서는 그들이 이끌어 갈 집단의 사고체계를 Re-framing하고, 조직의 활력을 위해서는 변화를 유도하는 것이 필수적이라는 것을 일깨워 줄 수 있는 효과적인 리더가 필요하다.
Educational programs need effective leaders who are capable of reframing the thinking of those whom they guide and of encouraging change as an essential component of institutional vitality. 78
공식적이든, 비공식적이든 리더는 서로 다른 리더십 스타일을 이해하고 어떻게 사용해야 하는가를 알아야 한다.
Both types of leaders, formal and informal, need to understand different leadership styles and how to use them.
<Instructional scholarship>
교육 리더들은 teacher-scholar처럼 그들이 지휘했던 교육 프로그램의 성과와 질을 평가할 책임이 있다. 프로그램 평가를 디자인하고 수행하는 능력은 지속적인 질적 향상에 필수적이다.
Educational leaders, as teacher-scholars, are responsible for evaluating the quality and outcomes of the teaching programs that they direct. Skills in the design and implementation of program evaluation are essential to the success of continuous quality improvement.
Organizational Development: Educational Policies and Procedures
교수개발의 목적은 교수 구성원들이 교육자로서의 역할을 잘 하도록 하는 것이고, 이를 통해서 지속적 학습(continual learning)에 대해 보상을 하고 이를 장려하는 조직을 만드는 것이다. 교육 리더와 교수개발의 전문가들은 서로의 책임을 공유하고 교육적 미션과 가치를 공유하며, 교육과 관련된 의사결정과정에 교수들을 활발히 참여시켜야 한다.
The goal of faculty development is to empower faculty members to excel in their role as educators and in so doing, to create organizations that encourage and reward continual learning. 70 Educational leaders and professional faculty developers share the responsibility for creating and promoting a shared educational mission and shared values, for actively involving the faculty in decision making related to education, for providing opportunities for teaching improvement, and for shaping the systems for evaluating and rewarding teaching.7
교수와 행정가들은 교육에 가치를 두고, 지속적 학습을 중시하는 조직의 분위기를 만들 수 있다.
Faculty members and administrators can create an organizational climate that values education and the process of continual learning. For example, a teaching-evaluation system 80,81 with established procedures for reporting educational contributions of faculty members such as the educator's portfolio11 can carry important messages about how teaching is valued and how faculty members should allocate their time.
Strategies for improving teaching practices: a comprehensive approach to faculty development.
Source
Department of Medicine, University of California, Los Angeles 90095-1722, USA. lwilk@deans.medsch.ucla.edu
Abstract
Medical school faculty members are being asked to assume new academic duties for which they have received no formal training. These include time-efficient ambulatory care teaching, case-based tutorials, and new computer-based instructional programs. In order to succeed at these new teachingtasks, faculty development is essential. It is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence. Over the past three decades, strategies to improve teaching have been influenced by the prevailing theories of learning and research on instruction, which are described. Research on thesestrategies suggests that workshops and students' ratings of instruction, coupled with consultation and intensive fellowships, are effective strategies for changing teachers' actions. A comprehensive faculty development program should be built upon (1) professional development (new faculty members should be oriented to the university and to their various faculty roles); (2) instructional development (all faculty members should have access toteaching-improvement workshops, peer coaching, mentoring, and/or consultations); (3) leadership development (academic programs depend upon effective leaders and well-designed curricula; these leaders should develop the skills of scholarship to effectively evaluate and advance medicaleducation); (4) organizational development (empowering faculty members to excel in their roles as educators requires organizational policies and procedures that encourage and reward teaching and continual learning). Comprehensive faculty development, which is more important today than ever before, empowers faculty members to excel as educators and to create vibrant academic communities that value teaching and learning.
Comment in
- Innovations in faculty development. [Acad Med. 1998]