通过使用跨机构师资开发人员,为各机构实施统一的医学和护理课程做好准备

IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Doreen Anna Mloka, Francis Sakita, Irene Kida Minja, Haruna Dika, Edith AM Tarimo, Nathanael Sirili, Lillian Teddy Mselle, Rodrick Richard Kisenge, Philip Sasi, Livuka Nsemwa, Delfina R Msanga, Einoti Yohana Matayan, Nicholaus Bartholomeo Ngowi, Mainen Julius Moshi, John Bartlett, Sarah B Macfarlane, Ephata Kaaya, Patricia S O'Sullivan
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引用次数: 0

摘要

背景:新课程的有效实施需要教师了解课程目标,并掌握适当的教学技能来实施课程,如果新课程在多个机构实施,则更需要教师具备这些技能。在本文中,我们介绍了创建共同师资开发项目的过程,该项目旨在培训跨院校的师资开发人员,以支持全国统一医学和护理课程的实施:方法:我们采用了五步方法,包括针对教师发展需求的跨院校需求评估调查、制定通用教师发展计划、确定和培训跨院校教师教育者,以及实施跨院校教师能力建设研讨会:结果:通过需求评估调查,确定了教师在教学和学习方面的共同横向发展需求清单,并以此为基础,制定了一项基于能力的学习和评估的认可的跨院校教师发展计划。共确定了 24 名跨院校教师发展人员,并在 8 个核心学习与评估讲习班中对他们进行了培训。共举办了 18 个跨机构和 71 个机构讲习班,其中有 1292 名教师和 412 名住院医师接受了培训,并实施了 3 个跨机构教育研究项目:本研究取得的成功表明,使用跨机构教师开发人员是一种可行的模式和可持续的资源,可用于支持实施统一的国家课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preparing Institutions to Implement Harmonized Medicine and Nursing Curricula Through the Use of Cross-Institutional Faculty Developers
Background: Effective implementation of new curricula requires faculty to be knowledgeable about curriculum goals and have the appropriate pedagogical skills to implement the curriculum, even more so if the new curriculum is being deployed at multiple institutions. In this paper, we describe the process of creating a common faculty development program to train cross-institutional faculty developers to support the implementation of national harmonized medicine and nursing curricula.
Methods: A five-step approach was used, including a cross-institutional needs assessment survey for faculty development needs, the development of a generic faculty development program, the identification and training of cross-institutional faculty educators, and the implementation of cross-institutional faculty capacity-building workshops.
Results: A list of common cross-cutting faculty development needs for teaching and learning was identified from the needs assessment survey and used to develop an accredited, cross-institutional faculty development program for competency-based learning and assessment. A total of 24 cross-institutional faculty developers were identified and trained in 8 core learning and assessment workshops. A total of 18 cross-institutional and 71 institutional workshops were conducted, of which 1292 faculty members and 412 residents were trained, and three cross-institutional educational research projects were implemented.
Conclusion: The success attained in this study shows that the use of cross-institutional faculty developers is a viable model and sustainable resource that can be used to support the implementation of harmonized national curricula.

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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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