교수개발의 과거, 현재, 미래(Faculty development: Yesterday, today and tomorrow) (1)

AMEE GUIDE NO 36

Faculty development: Yesterday, today and tomorrow

MICHELLE MCLEAN1, FRANCOIS CILLIERS2 & JACQUELINE M. VAN WYK3

1University of the United Arab Emirates, 2University of Stellenbosch, South Africa, 3University of KwaZulu-Natal, South Africa

Abstract

의학교육은 그 자체가 하나의 학문으로서 진호하였다. Medical faculty에게 요구되는 사회적 책무와 함께 가르치는 일에 대해서도 professionalization의 압박이 커지고 있다. 프로페셔널하고 역량있는 선생, 교육자, 연구자, 리더를 키우기 위해서는 교수개발(faculty development, FD)가 필요하다. 그러나 FD는 쉬운 일이 아디나. 조직 차원에서의 지지가 필요하고, 적절한 자원의 배분과 우수한 교육자를 인정해주는 것이 필요하다.

Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence.

이 가이드는 의학분야 뿐만 아니라 관련된 보건분야를 막라하여 교육에 대한 교수의 새로운 역할을 위한 FD를 담당하고 있는 사람들을 위해 만들어졌다. FD 개발의 역사적 관점을 보여주고 FD 프로그램을 만들기 위해서 도움이 될 만한 프레임워크를 제공하고자 했다. 이 프레임워크는 FD 담당자들이 계획을 세우고, 도입하고, 평가하는데 도움을 줄 것이다.

This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. It provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their staff development programmes.

마지막으로 이 가이드는 미래 FD를 이끌어나갈 주요 트렌드와 원동력을 짚어보았다.

This guide concludes with some of the major trends and driving forces in medical education that we believe will shape future faculty development.

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Introduction

한 때, 의과대학을 졸업한 사람은 누구나 가르칠 수 있는 능력이 있다고 생각되던 때가 있었다. 그러나 점차 가르치는 것은 타고난 재능이 아님이 명백해졌고, 가르치는 내용 외에도 '가르침'이라는 것은 어떤 '과정'으로서 '기술'이 필요하고 학문적 지원이 필요함이 확실해졌다.

At one time, anyone who graduated from medical school was considered capable of teaching. It became apparent, however, that teaching was not an innate gift. Besides content, teaching also involved ‘process’, and to develop the ‘art’ of teaching, academics required support (Benor 2000).

초기의 teacher training이라는 것의 목적은 교수들의 '가르치는 능력'을 키워주기 위한 것이었다.

The purpose of this early ‘teacher training’ was generally to prepare academic faculty members for teaching,

연구와 행정이라는 반복되는 레파토리와 함께 FD의 개념은 확장되어서 한 조직의 학문적 기반을 확장하는 것이라는 의미를 담게 되었다.

As an academic’s repertoire of responsibilities evolved to include research and administration, the concept of faculty development expanded, largely to strengthen the academic base of institutions (Bland & Stritter 1988; Hitchcock et al. 1993; Wilkerson & Irby 1998; Steinert 2000, 2005; Steinert et al. 2003; Harris et al. 2007).

Sheets와 Schwenk는 FD의 정의를 다음과 같이 내렸다. "교수들로 하여금, 그들이 자기 학과나 레지던트 프로그램을 위해서 어떤 수행을 하는데 필수적이라고 여겨지는 영역의 지식과 술기를 향상시키기 위한 계획된 활동"

Sheets and Schwenk (1990) capture this in their definition of faculty development: ‘‘Any planned activity to improve an individual’s knowledge and skills in areas considered essential to the performance of a faculty member in a department or a residency programme (e.g. teaching skills, administrative skills, research skills, clinical skills)’’. 

'학생의 학습'의 근간을 이루는 이론들이 staff development가 진화하는데 중요한 역할을 했다.

The theories underpinning student learning have played a major role in the evolution of staff development (Table 2).

1970년대에는 '좋은 선생'을 목표로 하였고, 80년대와 90년대에는 좀 더 학생중심이 되어서 학습의 촉진자가 목적이었다. 21세기에는 성과바탕교육이 등장하였다.

in the 1970s, faculty development aimed to develop the attributes and competencies of the ‘good’ teacher: someone who could use various teaching aids, reinforce important concepts and communicate effectively (Wilkerson & Irby 1998). In the 80s and 90s, reform to more student-centred and self-directed learning required a metamorphosis of the teacher, from a didactic conveyer of knowledge to a facilitator of student learning (Entwistle & Ramsden 1983; Knowles 1988). To make this transition, teachers needed new skills, which required training. The dawning of the new millennium brought ‘outcomes-based education’, with competencies being identified for graduating medical students (Harden et al. 1999; Carraccio et al. 2002; Simpson et al. 2002).

FD는 의대교수들의 역할이 다양해짐에 따라서 그 영역과 정의가 더 넓어졌다.

Faculty development followed suite, and the various roles of the medical teacher, from clinical expert to mentor and role model, were further expanded and defined (Harden & Crosby 2000) (Figure 1).

Hesketh 등은 three circle model을 이용하여 좋은 임상 선생님의 지능에 대해 정의한 바 있다.

Not long afterwards, Hesketh et al. (2001), using the three circle model (Harden et al. 1999), defined the intelligences of an excellent clinical teacher

'교수의 역량'은 끊임없이 재정의된다. 개개인의 교수들이 모든 영역에서 다 뛰어날 수 없기 때문에 '노동의 분할'이라는 경향이 일부 학문 영역에서 등장하기 시작했다.

the competencies of faculty members are continuously being redefined. Acknowledging that individual faculty members cannot excel in all of the recognized responsibilities, a trend of a ‘division of labour’ has emerged in some academic disciplines (Tedesco et al. 2002; Harris et al. 2007).

FD를 재정의하는데 있어서 확장되고 있는 'faculty'라는 개념을 이해할 필요가 있다.

In redefining faculty development, cognisance should be taken of the broadening concept of ‘faculty’.

오늘날의 의대생들의 선생님은 개인병원의 의사, 지역사회의 의사, 다른 보건의료직 등을 모두 포함한다. 교육 경험과 각 선생의 수준이 다르기 때문에 FD는 의대생과 졸업후 교육을 하는 사람들을 모두 포함해야 한다.

Thus, teachers of today’s medical students may now include clinicians in private practice, community preceptors as well as practitioners from other health care professions, such as physiotherapists, nurses and social workers (Eitel et al. 2000; Steinert 2005). As their teaching experience and level of teacher training will vary (Clark et al. 2004; Houston et al. 2004), faculty development should therefore include any individual involved in teaching undergraduate medical students or supervising post-graduates.

왜 가이드가 필요한가?

Why the need for a guide?

FD의 초점은 개개인의 교사에 대한 접근에서 조직적/총체적 접근쪽으로 옮겨져갔다. 어떤 사람들이 보기에 이것은  하향식의 접근법이며 개개인의 희생을 요구하는 것이다.

As a result of some of these forces, the focus of faculty development has shifted from individual teacher development to a more institutional and systematic planning approach, which some may perceive as top-down, and at the expense of individual academics (Hill & Stephens 2004).

우리는 모든 FD프로그램은 조직의 발전과 개인의 발전을 모두 추구해야 한다고 생각한다.

we believe that any faculty development programme should address both the professional (i.e. in the interest of the institution) and the personal (i.e. benefiting the individual) development of teachers.

보건 의료분야의 고등교육에 대한 문헌들에서 다양한 FD프로그램을 다루고 있다. 하지만 모든 문헌들이 그 효과성까지 기술하고 있는 것은 아니다. 평가는 종종 자기기입식의, 스스로 생각하는 이익에 대해 보고하는 수준이며, 실제 교육 현장을 모니터하고 평가되고 있지는 않아 그 효과성을 판단하기 쉽지 않다.

The medical, health sciences and higher education literature abounds with descriptions of the many and varied faculty development programmes (Wilkerson & Irby 1998; Prebble et al. 2004; Steinert et al. 2006; Skeff et al. 2007). Not always forthcoming, however, is the effectiveness (i.e. meaningful outcomes, such as improved teaching practice) of many of these interventions (Prebble et al. 2004; Steinert 2005; Otto et al. 2006; Steinert et al. 2006). Evaluation has often relied on perceived, self-reported benefits rather than monitoring and assessment of actual teaching practice, making it difficult to judge the effectiveness of faculty development.

여기서는 무엇을 다룰 것인가?

What will be covered in this guide?

여기서는 '가르치는' 영역에 대해서만 다룰 것이다.

Direction will therefore be provided in terms of the ‘teaching’ aspect only..

누가 이 가이드를 읽어야 하는가?

Who should read this guide?

이 가이드는 Faculty developer들을 돕기 위해서 만들어졌으며 우리는 이들이 이 가이드를 유사한 영역인 interprofessional learning에까지 적용하기를 기대한다.

This guide aims to assist faculty developers who have been tasked with supporting teachers and supervisors of medical students. We hope that faculty developers in allied health professions will also find the guide useful as similar principles will apply, particularly in the light of an increasing emphasis on interprofessional learning (Parsell & Bligh 1999; Bligh et al. 2001).

이 가이드에 담겨있는 가정과 원칙은 무엇인가?

What assumptions and principles are embodied in this guide?

이 가이드에 담긴 기본 가정은 FD는 의학교육의 궁극적인 목적을 달성하기 위한 것이라는 점이다. 

The primary assumption embodied in this guide is that faculty development must ultimately serve the overarching goals of medical education i.e. improving patient and community care by training and educating quality medical practitioners.

그 외의 다른 가정들은 아래와 같다.

Several other assumptions are embodied in this guide: 

의학교육은 의학교육자와 각 전공과목 교육자들에 의해 감독받는 하나의 전문직종이다.

. Medical education is a profession in its own right, overseen by specialist educators and medical educators.

여기서 사용하는 teacher와 educator는 professional development의 서로 다른 레벨을 의미한다.

. The use of ‘teacher’ and ‘educator’ in this guide refers to different levels of professional development.

Educator는 조금 더 학문적인 것으로서 더 높은 medical education qualification의 더 높은 단계이고, 의학교육연구에도 관여하는 것을 말한다.

An ‘educator’, on the other hand, is more scholarly, and will often have a higher or medical education qualification and is involved in medical education research.

FD은 다양한 목적을 위해서 필요하기 때문에 FD는 다양한 레벨에 대해서 계획되어야 한다(개인, 부서, 조직, 지역, 국가, 국제)

. Faculty development serves many purposes, ranging from individual staff development in terms of teaching, research, administration or career opportunities, to meeting the accountability needs of an institution. Faculty development should therefore be planned at different levels: individual, departmental, institutional, regional, national or international (Skeff et al. 1997a, b).

FD프로그램은 academic staff의 개인적 발전과 전문직 발전을 모두 촉진해야 한다.

. Faculty development programmes should promote both the personal and professional development of academic staff

21세기에 기관 수준에서의 FD에 대한 더 종합적인 정의는 아래와 같다.

A more comprehensive definition of faculty development at an institutional level in the 21st century might then read something along the lines of:

"The personal and professional development of teachers, clinicians, researchers and administrators to meet the goals, vision and mission of the institution in terms of its social and moral responsibility to the communities it serves."

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Med Teach. 2008;30(6):555-84. doi: 10.1080/01421590802109834.

Faculty development: yesterday, today and tomorrow.

McLean M1, Cilliers F, Van Wyk JM.

Author information

Abstract

Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. It provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used byfaculty developers to systematically plan, implement and evaluate their staff development programmes. This guide concludes with some of the major trends and driving forces in medical education that we believe will shape future faculty development.

PMID:

 

18677659

 

[PubMed - indexed for MEDLINE]