의학교육 펠로우십의 Personal and Professional Impact (Acad Med, 2009)

의학교육 펠로우십의 Personal and Professional Impact (Acad Med, 2009)

The Personal and Professional Impact of a Fellowship in Medical Education

Beth A. Lown, MD, Lori R. Newman, MEd, and Charles J. Hatem, MD

학계가 점차 "과학 내용, 연구 및 임상 기술을 마스터 했다는 것 자체mastery가 반드시 교육 전문성과 바람직한 학습 성과로 변환되는 것은 아니라는 사실"을 인식하면서 FD가 점점 더 중요 해지고 있습니다.

Faculty development has become increasingly important as academic communities recognize that amastery of scientific content, research, and clinical skills does not in itself necessarily translate into educational expertise and desired learning outcomes.1

의학교육의 The Rabkin and Mount Auburn fellowships 은 두 개의 하버드 교육병원에서 시작되었다. (Beth Israel Deaconess Medical Center in 1998 and Mount Auburn Hospital in 1999) 성인학습, 경험학습, 성찰적 실천, 인본주의적 철학humanistic philosophy에 기반을 두고 있다.

The Rabkin and Mount Auburn fellowships in medical education were established at two Harvard teaching hospitals—Beth Israel Deaconess Medical Center in 1998 and Mount Auburn Hospital in 1999—to prepare faculty foracademic careers in medical education. These fellowships, are grounded in the principles of adult and experiential learning, reflective practice, and humanistic philosophy.16–20

중요한 질문이 남아있다. Palmer25 는 "우리는 우리 자신을 가르친다.we teach who we are"라고 하였다. 만약 그것이 사실이라면, 프로그램의 성과와 프로그램을 이수한 교수가 무엇을 하느냐 뿐만 아니라, 그들이

• 하나의 인간으로서 어떻게 변하였으며, 교육자로서 자신을 어떻게 바라보고, 학생과 어떻게 상호작용하는가?

• FDP가 참여자의 자기-인식과 행동을 변화시켰는가?

• 학습공동체는 의학교육자의 발달에 어떠한 영향을 주었는가?

• Personal and professional change를 촉진하는 FDP의 핵심 요소는 무엇인가?

Important questions remain. Palmer25 suggests that “we teach who we are.” If so, what is the impact of faculty development, not only on outcomes and what graduates do, but on whom they become as persons and how they view themselves as educators and their interactions with their students? Do faculty development programs change participants’ self-perceptions and behaviors? How do learning communities affect the development of the medical educator? What are the key elements of faculty development programs that foster personal and professional change?

연구 참여자와 모집 단계

Study Participants and the Recruitment Process

A letter of invitation and description of the study were sent by postal mail to eligible faculty. We were unable to locate one former Fellow. A follow-up inquiry was e-mailed to nonresponders one month later. Forty-two Fellows consented to participate in a telephone interview, but two were unavailable at the time of the scheduled telephone interview. Therefore, 40 of the 43 fellowship graduates participated in the semistructured interviews, which were conducted between June 2005 and February 2006.

Faculty members affiliated with Harvard Medical School are selected for one of the fellowships through a competitive application process that attracts persons from a variety of disciplines.

 

Fifty-six percent of the 43 Fellows who graduated between 1999 and 2005 were women;

80% self-identified as Caucasian, 16% as Asian, 2% as Latino, and 2% as African American.

 

반구조 인터뷰 과정

Semistructured interview process

We developed nine questions (List 1). A trained research assistant conducted audiotaped, standardized, semistructured interviews; each interview took approximately 30 minutes. The audiotapes were transcribed and deidentified.

 

분석

Analysis

We used qualitative, grounded theory methods to analyze and code the data and to build a theory from the data.26 We undertook multiple cycles of reading the transcripts, using the constant comparative method to group concepts within themes and to clarify and rename each theme until the data were fully described and categorized. Each author then independently coded all transcripts. We discussed coding discrepancies and revised the themes and their descriptions to better represent the data. Two of us (B.A.L. and L.R.N.) then independently recoded, discussed, and reached consensus on all 40 transcripts. We then entered the data into a qualitative analysis software program (HyperRESEARCH, version 2.6.1; ResearchWare, Randolph, Mass) to generate reports and to performtheme frequency counts. The themes are described in the Results section.

연구의 신뢰성trustworthiness을 위해서 다음을 활용

We used three methods to ensure the trustworthiness of our research.27

• 우리는 의도적으로 각 주제에 대해서 긍정적인 측면과 부정적 측면을 모두 탐색하였으며, 이에 따라 코딩을 진행하였다. 예를 들면 롤모델과 멘토링에 대해서 "서포트와 모범(사례)를 인지함", "더 많은 멘토링 필요"가 있다.
  First, we conducted deliberate searches for positive and negative examples of each theme and coded these accordingly. For example, within the theme, “Role models and mentoring,” we identified 77 quotes in the transcripts that we coded as “Perceived support and examples” and 6 quotes that we coded as “Wished for more mentoring” (Table 1).

• 둘째, 무작위로 선정된 25%의 transcript를 가지고 external audit을 수행하였다. 펠로우십에 아무런 역할이 없었던 질적연구자가 이 것을 가지고 review and code하였다.
  Second, we conducted an external audit of the data by randomly selecting 25%of the transcripts for independent review. A qualitative researcher with no role in the fellowships reviewed and coded this subset by using the final list of described themes.

• 셋째, 문헌고찰을 통해서 연구의 주제와 다른 질적연구자들의 주제를 비교하였다. 최종 분석 단계에서 우리가 발견한 주제들간의 관계를 ㅈ사해보고, 우리의 주제를 기존의 것과 비교하였다.
  Third, we performed a literature review to compare our study’s themes with those of other qualitative researchers who had analyzed outcomes of faculty development in medical education. The search strategy and results are described in Appendix 1 and Appendix 2, respectively. During the final analysis process, we examined the relationships between our themes and compared our themes with those of previous investigators to build a grounded theory about the results.

결과

Results

개념과 스킬의 이해와 적용

The understanding and application of concepts and skills

Fellow들은 의학교육의 역사적 맥락, 성인학습의 원칙, 교육에서 사용되는 용어, 구체적인 교육 전략, 교수 기술을 배우는 것의 중요성에 대해 언급했다. 이 코멘트들은 Fellow들이 학습자-중심 교육의 핵심centrality를 이해한 것을 보여준다.

Fellows spoke about the importance of learning the historical context of medical education, the principles of adult learning, the language and vocabulary of education, and specific educational strategies and teaching skills. Their comments demonstrated their understanding of the centrality of learner-centered teaching.

참여자들은 펠로우십에서 연습한 구체적인 스킬에 대해서 언급했다.

Participants mentioned learning specific skills practiced in the fellowship, such as

• lecturing,
• creating educational contracts,
• teaching at the bedside,
• providing feedback,
• developing curriculum, and
• leading small-group discussions.

 

어떤 사람들은 메타인지스킬이 '교육행위를 하는 동시에 성찰하기' 위해서는 "참여-관찰자participant-observer"가 되는데 필요했다고 말하였으며, 이 스킬은 펠로우십 전반적으로 계속 강조되었던 것이다.

Some also described learning the meta- cognitive skills necessary to become a “participant-observer” in order to reflect during the act of teaching—skills emphasized throughout the fellowship.

일부 Fellow들은 배운 것들을 임상/행정/리더십 역할에까지 광범위하게 적용할 수 있었다고 말하였다.

Several Fellows commented that the lessons learned can be broadly applied, including in their clinical, administrative, and leadership roles.

동시에 어떤 펠로우들은 어떤 것이 펠로우십이 기여한 것이고 어떤 것이 다른 요인이 기여한 것인지 구분하기 어렵다고 했다.

At the same time, some Fellows had difficulty distinguishing between what was attributable to the fellowship and what was attributable to other significant faculty development activities.

정체성

Identity

대부분의 Fellow들은 펠로우십이 의학교육자로서의 정체성을 강화시켜주었다고 응답했다. 일부에게 있어서, 펠로우십은 초기 단계에 있었던 정체성 또는 기존의 교육자로서의 정체성을 명확히 해주었다고 하였으며, 또 일부는 전환transformation의 느낌을 이야기했는데, 펠로우십을 통헤서 불타오른kindle것이 시간이 지나면서 더 강해졌다고 하였다.

Most of the Fellows said that the fellowship enhanced their sense of identity as medical educators. For some, the fellowship clarified a nascent or preexisting identification as an educator. Others described a sense of transformation, kindled by the fellowship, that continued to evolve over time.

대부분의 펠로우는 목표(의식)과 헌신이 깊어deepened sense졌다고 했다. 자신의 역할에 대한 열정이 새로워졌고, 다른 사람을 inspire하고자 하는 열망이 생겼다.

Most Fellows described a deepened sense of purpose and commitment. They spoke of a renewed passion for their roles and a desire to inspire others.

Empowerment와 자기효능감을 새롭게 찾게 되었다. 일부는 자기자신을 변화에이전트change agent라고 하였으나, 어떤 펠로우는 자신의 역할을 리더/교육혁신가/협력가로 묘사하며, 이 용어에 대해서 양가감정을 보였다.

Many Fellows described a newfound sense of empowerment and self-efficacy. Several Fellows were willing to describe themselves as change agents. Others were ambivalent about the term“change agent,” describing their role instead as leader, educational innovator, and collaborator.

 

공동체

Community

펠로우십 내에서 공동체의식이 성장하였다. 다른 학문분야나 다른 기관에서 온, 정기적으로, 마음이 잘 맞는 사람들과 만나는 것에 가치를 두었다. 펠로우십이 진행되며 신뢰trust가 쌓였으며, 개인의 학습과 집단적 학습을 진전advance시켰다.

The Fellows developed a sense of community within the fellowship. They valued the opportunity to meet regularly with like-minded people from other disciplines and institutions. They developed a sense of trust in the fellowship group over time that advanced both their personal and collective learning.

펠로우들은 (같은 용어를 사용하고 흥미가 공유하는) 더 큰 의학교육자 커뮤니티에 대한 connection을 느꼈다고 하였다. 일부에게 펠로우십이란 locally 또는 nationally, academic career로 가는 '입학증'과 같은 것이었다.

The Fellows also described a sense of connection to the larger community of medical educators with whom they shared a common language and interests. For some, it was an “admission ticket” to an academic career and a stimulus to network both locally and nationally.

동료 펠로우들이 다른 기관에서 근무하고 있으며, 시간적으로 한계가 있어서 connect할 시간이 더 있었으면 좋겠다고 하였다.

The Fellows commented on their wish for more time to connect, noting the difficulties of time constraints and the fact that the other Fellows were working in different institutions.

성찰적 실천

Reflective practice

성찰의 중요성에 대하여 말하였으며, 이는 지속적인 학습과 성장을 촉진하기 위한 것 뿐 아니라 life와 self-renewal에 대한 하나의 접근법이었다.

The Fellows discussed the importance of reflection, not only to facilitate their ongoing learning and improvement, but as an approach to life and self-renewal.

펠로우들이 사용한 주된 성찰전략은 피드백을 seeking하는데 능동적proactive이 되는 것이었다. 일부 펠로우는 자신의 교육과정 개발시에 이러한 내용을 포함시켰다.

The reflective strategy the Fellows used most frequently was to become proactive about seeking feedback. some have since incorporated into their own curriculum development efforts a requirement for written reflection.

자신감

Confidence

대부분이 자신감 향상을 언급하였다. 그 근거로서, 교육적 도전과제나 리더십을 맡고자 하는 의지를 피력하였으며, 국가적으로 다른 의학교육자들과 네트워크 하고 싶은 것, 학습자 또는 동료에게 피드백을 받고 싶은 것, (다른 사람들에게) 교육 관련 상담을 제공해주고 싶은 것, (다른 사람들의) teaching을 향상을 도와주고 싶은 것 등을 언급했다.

Most Fellows expressed a sense of enhanced confidence. As evidence of this, they cited their willingness

• to take on educational challenges or leadership positions,

• to network nationally with other medical educators,

• to ask for feedback from learners and peers,

• to provide educational consultation, and

• to help others improve their teaching.

펠로우에 따라서 펠로우십 기간에 얼마나 자신감이 향상되었는가는 차이가 있었다.

Confidence evolved over a period of time that varied, depending on the Fellow.

일부 펠로우는 자신감이 생김으로써 다음을 할 수 있는 유연성을 갖추었다고 했다.

Some Fellows cited confidence as a factor that gave them the flexibility

• '학습자-중심'이 되기 to be learner-centered,

• (교육)목표에 대한 권한control을 공유하고 교육 세션의 형태를 만들기 to share control of the goals and shape of teaching sessions, and

• 한 (교육)전략이 잘 작동하지 않을 때의 변화 to shift course when particular educational strategies weren’t working well.

일부 펠로우들은 의학교육에 대한 이해가 깊어짐으로써 얼마나 더 많이 알고 해야하는지에 대한 감각이 향상되었다고 말했다. 이러한 인식이 자신감을 향상시켜준 것은 아니지만, '향상의 필요성'에 대한 예리한 감각acute sense를 주었다.

A few Fellows mentioned that their deepened understanding of medical education heightened their sense of how much more there was to know and do. This awareness didn’t necessarily increase confidence but, rather, created an acute sense of the need to improve.

커리어 발전

Career development

일부는 펠로우십의 결과라 하였지만, 일부는 펠로우십의 영향으로만 국한짓긴 어렵다고 했다.

While some described this occurring as a result of the fellowship, others acknowledged that it was difficult to attribute this solely to the fellowship.

일부는 펠로우십 이후에 의학교육을 하나의 가능한 커리어 패스로 고려하게 되었다.

Some described considering medical education as a viable academic career path for the first time after the fellowship.

펠로우십에서 (의학교육에) 노출되고, 인정을 받은 것이 새로운 커리어 기회에 기여한 요인이라고 보았다.

Many commented on the exposure and recognition resulting from the fellowship as a factor that contributed to new career opportunities.

롤모델과 멘토링

Role models and mentoring

많은 펠로우들이 (펠로우십 리더의) 멘토링 활동에 대해서 언급하였다. 펠로우십 리더가 continuous learning의 모범을 보여주고, 친절함과 긍정affirmation의 태도로서 모범을 보여준 것이 펠로우십의 주된 take-home lesson이었다.

Many Fellows described the mentoring activities of the fellowship leaders, including the establishment of expectations coupled with support. The fellowship leaders’ modeling of their own continuous learning and of attributes such as kindness and affirmation was also mentioned frequently as a primary take- home lesson of the fellowship.

펠로우십 리더들이 보여준 사례eaxmple은 의학교육 커리어가 가능하겠다는 믿음을 강화시켜 주었다.

The example set by the fellowship leaders strengthened Fellows’ belief that a career in which medical education was a significant component was feasible.

시간이 지나며, 펠로우들은 서로서로와 이전 펠로우들이 지지와 협력적 멘토링의 중요한 source임을 알게 되었다.

Over time, many of the Fellows came to regard each other and former Fellows as important sources of support and collaborative mentoring.

다른 사람의 인식

Perceptions of others

많은 펠로우들이 펠로우십을 이수한 증명서credential의 가치가 어떻게 인식되는지에 대해서 언급했다. 이 증명서로 인해서 펠로우들은 자신이 속한 과나 국가 단위에서 교육컨서턴트 혹은 교육전문가로 인정regarded 받게 된 것 같다고 하였다.

Many Fellows talked about the perceived value of the credential of having completed the fellowship, which they felt made them more widely regarded as education consultants and experts within their departments and nationally.

많은 사람들이 teaching excellence를 인정받고 상도 받았다. 펠로우들은 교육자로서의 자신감이 향상되어 다른 사람에 대해 더 긍정적으로 인식하게 되었으며, 이로 인해 자신의 목소리를 더 낼 수 있게, 그리고 새로운 role을 맡을 수 있게 되었다.

Many won awards in recognition of their teaching excellence. Fellows’ enhanced sense of confidence as educators contributed to the positive perceptions of others, which in turn further enhanced their willingness to voice their thoughts and assume new roles.

시간

Time

마음이 잘 맞는 사람들과 학습과 성찰을 할 수 있었던 보장된 시간이라는 사치luxury를 언급하면서, 더 만나고/읽고/경험하고/소하할 수 있는 시간이 있기를 바란다고 했다.

Fellows spoke both of the luxury of having protected time in which to learn and reflect with like-minded people and of the wish for more time to meet, read, experience, and digest the lessons of the fellowship.

일부에게 펠로우십은 특별한 기회의 시간이었다. 

For some, the fellowship came at a particularly opportune time in their careers.

프로젝트 진화

Project evolution

1년 과정이 지났을 때 프로젝트들은 각기 서로 다른 단계에 있었다. 

Their projects reach various stages of evolution over the course of the year.

많은 펠로우들은 자신이 속한 조직에 변화를 촉발하고 유지하기가 어렵다고 말했다. 이러한 어려움에는 자신이 원래 계획한 프로젝트의 범위scope에 의한 문제도 있었고, 필요한 리소스에 접근이 어렵다는 문제도 있었다.

Many Fellows noted the difficulty of initiating and sustaining change in their institutions. Factors contributing to this difficulty included the scope of their project as originally conceived and the barriers to accessing necessary resources.

여러 펠로우들이 자신의 기관에서 새로운 교육과정을 도입하고 있었고, 그 프로젝트의 결과로 기관 차원의 변화가 생겼다고 말했다.

Several Fellows had implemented new curricula at their institutions and described institutional changes that had resulted from their fellowship projects,

일반적 코멘트

General comments or suggestions for change

프로그램 개선을 위한 의견을 주었다.

Fellows shared their general reflections and offered suggestions for change, such as

• implementing project benchmarks,

• allowing for additional skills practice,

• focusing more on medical education research design,

• assigning project mentors, and

• establishing writing and publication requirements.

 

이 의견 중 대부분은 이후에 펠로우십에 반영되었다. 어떤 펠로우들은 더 빡세rigor게 하길 바랐으나, 반면 기존의 펠로우십도 따라가기 벅차다는 의견도 있었다.

Most of these suggestions have since been incorporated into the fellowship. Some Fellows wanted more rigor, but others stated that they had difficulty in keeping up with the fellowship requirements, along with their other professional and personal responsibilities.

고찰

Discussion

이전 연구에서 교수개발의 효과로는 진로-변경, 진로-확인, 진로-확장, 진로-중립 등이 있었다(career-altering to career- affirming and -expanding and to career- neutral). 전환Transformation을 느낀sense of- 펠로우들은 펠로우십이 그들의 커리어에 있어 특별한 기회의 시간이었으며, 이 시간은 그들의 사고와 모습에thinking and being 새로운 길을 열어주었다.

Prior research also noted a range of faculty development effects, from career-altering to career- affirming and -expanding and to career- neutral.28 Those Fellows who described a sense of transformation remarked that the fellowship had come at a particularly opportune time in their careers, when they were open to new ways of thinking and being.

이 변화가 유의미한 이유는 (학생과 선생 모두에 있어) 자기효능감에 대한 신념이 동기부여와 수행능력의 강화에 강하게 연관되어 있기 때문이다.

This change is significant because self-efficacy beliefs have been shown to be strongly correlated with motivation and enhancement of the performance of both teachers and learners.29

펠로우들은 자신감의 향상은 진화적evolutionary이라고 묘사했고, 이 진화는 개인적맥락/지식/능력/배운 것을 적용할 기회 등에 기반하였다. 긍정적인 피드백과 local expert로서 주변에서 인식해주는 것도 자신감을 향상시켰다. 대조적으로, 일부 펠로우는 지식이 늘고 자기에 대한 기대self-expectation가 높아지면서 오히려 자신감이 저하되었다. 이러한 발전과정은 Adam이 말한 "미인지된 비숙련"에서 "인지된 비숙련"“unconsciously unskilled” to “consciously unskilled”으로의 변화와 같다.

Fellows described the development of their self-confidence as evolutionary, based on their personal context, knowledge, ability, and opportunities to apply the lessons of the fellowship. Positive feedback and others’ perceptions of them as local experts further enhanced self-confidence. In contrast, for some, self-confidence decreased as their knowledge and self-expectations increased. This progression fromwhat Adams30 called “unconsciously unskilled” to “consciously unskilled”

교육자로서 더 넓은 커뮤니티에 연결connect되어있다는 느낌은 펠로우의 발달을 향상시켜주는데 중요했다. 각 펠로우십 그룹 내에서의 신뢰는 시간이 흐름에 따라서 향상되었으며, (자신의) 표현과 실험에 안전한 피난처가 되어주었다. 이 그룹의 한 구성원으로, 그리고 더 큰 범위에서 (비슷한 가치와 관심을 공유하는) "실천공동체"의 구성원으로서의 정체성self-identification을 갖게 되는 것은 sense of validation을 제공해주었으며, 커리어 상의, 네트워킹 상의 기회가 되었다. 실천공동체 내의 멤버십이 중요한 이유는 연구에 따르면 collegial network가 학문적 성공의 유의한 예측인자이기 때문이다, (전문직으로서의 삶에서 요구받는 것으로부터 벗어나) 자신과 비슷한 흥미를 가진 사람들과의 커뮤니티에 들어가서 공통의 흥미에 대해서 학습하고 토론할 수 있는 보호된 시간protected time은 "성찰의 작은 오아시스a little oasis of reflection" 되어준다.

Feeling connected with a larger community of educators was also instrumental in enhancing Fellows’ development. Trust within each fellowship group grew over time and provided a safe haven for expression and experimentation. Self-identification as a member of one of these groups and of a larger “community of practice”32 with similar values and interests provided a sense of validation, as well as career and networking opportunities. Membership in a community of practice is significant, because researchers have found that collegial networks are a significant predictor of academic success.32,33 Protected time to be in community with like-minded individuals and to learn and discuss issues of common interest, separate from the other demands of professional life, provided “a little oasis of reflection”

펠로우들은 같은 스킬의 발달을 언급하였는데,  여기에는..

The Fellows described the development of skills such as

• 교육자로서의 유연성flexible while teaching을 갖추는 등과 being more flexible while teaching,
• 학습자의 요구를 교육자의 지식과 기대와 결합하는 능력 combining learners’ needs with their own knowledge and expectations, and
• (학습자의) 요구를 충족시켜주기 위해서 (강의)중간에 shifting gears. shifting gears in mid session to better meet these needs.

 

교육상황educational encounter에서 학습자-중심과 교수자-중심 사이를 유연하게 왔다갔다 하는 것은 "관계-중심적 교육"“relationship- centered teaching,”이라 부를 수 있으며, 이는 교육자의 어젠다 및 니즈와 학습자의 어젠다 및 니즈를 주어진 맥락 하에서 통합하고 종합하는 것을 말한다.

This ability to move fluidly between being learner- and teacher-centered during an educational encounter might be called “relationship- centered teaching,” and it represents the integration and synthesis of teachers’ and learners’ agendas and needs within a given context.

이 연구를 통틀어서 공통적으로 등장하는 theme은 의학교육 펠로우십 기간에, 그리고 그 후의 personal and professional development 에 기여하는 몇 가지 요인을 제시해준다.

Common themes across these studies and ours suggest several factors that contribute to personal and professional development during and after medical education fellowships.

• 확보된 시간과 지지적 학습환경이 교수개발을 촉진하는데 필요한 조건을 마련해create준다.
  Protected time and a supportive learning environment create the conditions necessary to foster faculty development.

• 정체성과 자신감의 변화에 영향을 주는 핵심 요인은 교육적 원칙과 관련 스킬applied skill에 대한 펠로우의 탄탄한 지식기반이다.
  Our analysis suggests that a key factor in changes in identity and confidence was a Fellow’s strong foundation of knowledge of educational principles and applied skills.

• (정체성과 자신감의 변화에 영향을 주는) 또 다른 중요한 요인은 자기효능감, 타인에 의해서 신뢰받는 것, 자기성찰, 자기인식, 동료와 멘토 커뮤니티로부터의 서포트 등이 있다.
  Other important factors were an enhanced sense of self-efficacy, greater credibility as perceived by others, self-reflection and self-awareness, and support from a community of peers and mentors.

• 정체성은 의학교육에 관심을 가진 소중한 동료들의 사회적 그룹의 구성원membership에 의해서 더 강화된다.
  Identity was further strengthened by membership in a social group of valued colleagues who are interested in medical education.

• 대부분의 펠로우에게 있어서 personal development는 전문직으로서의 성장professional growth으로 이어졌는데 이것을 가능하게 해준 것은...다응메 대해서 펠로우가 자신의 능력을 느끼고felt enabled 힘이 생기는 것empowered이다.
  For most Fellows, this personal development led to professional growth, as they felt enabled and empowered

• 새로운 도전과제를 맡는 것 to take on new challenges,

• 의학교육과 관련한 커리어 궤적을 추구하는 것 to pursue career trajectories in which medical education responsibilities occupied an expanded role, and,

• (가끔은) 조직의 변화에 영향을 주는 것 in some cases, to effect institutional change.

우리의 분석 결과는 위의 언급된 요소로부터 촉진된 정체성/자신감/자기효능감은 의학교육을 핵심으로 두는 커리어 궤적을 따르는 professional development를 촉진한다는 이론을 지지해준다.

Our analysis supports the theory that the evolution of personal identity, confidence, and self-efficacy fostered by the common themes mentioned above promotes professional development in a career trajectory that includes medical education as a central focus.

 

이 공통의 주제들이 교수개발 펠로우십의 '필수 요소'를 구성할 것이다.

We suggest that these common themes constitute “essential elements” in faculty development fellowships in medical education.

28 Armstrong EG, Barsion SJ. Using an outcomes-logic-model approach to evaluate a faculty development programfor medical educators. Acad Med. 2006;81:483–488.

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Acad Med. 2009 Aug;84(8):1089-97. doi: 10.1097/ACM.0b013e3181ad1635.

The personal and professional impact of a fellowship in medical education.

Lown BA1, Newman LR, Hatem CJ.

Author information

• 1Department of Medicine, Mount Auburn Hospital, Cambridge, Massachusetts 02138, USA. blown@mah.harvard.edu

Abstract

BACKGROUND:

Faculty development is essential to fostering excellence in medical education and desired learning outcomes. Little is known, however, about the personal and professional impact of faculty development programs on participants, learners, and institutions. We explored the perspectives of medical education fellowship graduates on their skills, self-perceptions, participation in learning communities, and reflective practice. We also explored the results of the implementation of a scholarly medical education project.

METHOD:

The study was a qualitative analysis of semistructured interviews with 40 faculty from multiple disciplines who, between 1999 and 2005, had completed a yearlong fellowship in medical education.

RESULTS:

Through qualitative analysis, we identified 11 themes. Study participants described postfellowship changes in knowledge, self-perceptions, and behaviors and institutional changes that resulted from education projects. With a foundation of principles and skills, the Fellows' confidence and identity as educators were strengthened by their sense of self-efficacy, others' perceptions of their credibility, and support from a community of peers and mentors. This change affected the graduates' professional career trajectories.

CONCLUSIONS:

Common themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills, protected time, a supportive learning environment, relationships with peers and mentors, validation of educational expertise by others, community building and networking, and emphasis on self-reflection and awareness are essential elements of faculty fellowships in medical education. This analysis suggests that these elements foster the evolution of identity, confidence, and self-efficacy among fellowship graduates. This personaldevelopment promotes the professional development of the medical educator.

PMID:

 

19638779

 

[PubMed - indexed for MEDLINE]