FACULTY-DEVELOPMENT IN THE HEALTH-PROFESSIONS - CONCLUSIONS AND RECOMMENDATIONS

被引：26

作者：

HITCHCOCK, MA

STRITTER, FT

BLAND, CJ

机构：

[1] Office of Medical Education, John A. Burns School of Medicine, University of Hawaii, Manoa

[2] Schools of Medicine and Education, University of North Carolina, Chapel Hill

[3] Department of Family Practice and Community Health, University of Minnesota

来源：

MEDICAL TEACHER | 1992年 / 14卷 / 04期

关键词：

D O I：

10.3109/01421599209018848

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This report summarizes recent literature reviews and resource books on faculty development in the health professions and describes findings from articles not previously reviewed. Nine conclusions about faculty development in the health Professions are drawn: (1) the concept of faculty development is evolving and expanding; (2) research skills are becoming a major focus of faculty development; (3) teaching skills are still a prominent aspect of faculty development; (4) fellowships are being used effectively to recruit and train new faculty; (5) the institutional environment has become a focus of faculty development; (6) faculty evaluation is an effective approach to faculty development; (7) the efficacy of faculty development needs better research documentation; (8) model curricula have been developed for different types of faculty; and (9) comprehensive faculty development centers are gaining in popularity. A set of recommendations based on the conclusions drawn is offered for those planning faculty development interventions.

引用

页码：295 / 309

页数：15

共 48 条

[1]

Albino J.E., Scholarship and dental education: new perspectives for clinical faculty, Journal of Dental Education, 48, pp. 509-513, (1984)

[2]

Bland C.J., Hitchcock M.A., Anderson W.A., Stritter F.T., Faculty development fellowship programs in family medicine, Journal of Medical Education, 62, pp. 632-641, (1987)

[3]

Bland C.J., Schmitz C.C., Characteristics of the successful researcher and implications for faculty development, Journal of Medical Education, 61, pp. 22-31, (1986)

[4]

Bland C.J., Schmitz C.C., Faculty renewal: concepts, strategies and lessons from the past twenty years, Enhancing Faculty Careers: Strategies for Renewal, (1988)

[5]

Bland C.J., Stritter F.T., Characteristics of effective family medicine faculty development programs, Family Medicine, 20, pp. 282-288, (1988)

[6]

Bland C.J., Schmitz C.C., Stritter F.T., Henry R.C., Aluise J.A., Successful Faculty in Academic Medicine: Essential Skills and How to Acquire Them., (1990)

[7]

Bobbit K.C., Systematic faculty evaluation: a growing critical concern, Journal of Nursing Education, 24, pp. 86-88, (1985)

[8]

Boozer C.H., Gardiner J., Lee M.M., Rayson J., An evaluation of a formal education training program for dental faculty, Journal of the American College of Dentists, 50, pp. 46-48, (1983)

[9]

Centra J., Faculty Development Practices in US Colleges and Universities., (1976)

[10]

Cox C., Ewan C.E., The Medical Teacher, 2nd edn, (1988)

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