中华医学教育杂志

中华医学教育杂志 >

2020 , Vol. 40 >Issue 12: 971 - 974

DOI: https://doi.org/10.3760/cma.j.cn115259-20200407-00510

师资队伍建设

课题导向模式在医学院校教师发展项目中的应用

  • 李思思 ,
  • 贾志敏
展开
  • 1南方医科大学教学发展中心,广州 510515;
    2南方医科大学深圳医院人力资源部,深圳518000

收稿日期: 2020-04-07

  网络出版日期: 2021-01-25

基金资助

广东省教育科学“十三五”规划2020年度研究项目(2020GXJK205)

收起

Exploration of the practice of project-based model in faculty development programs in medical university

  • Li Sisi ,
  • Jia Zhimin
Expand
  • 1Center for Teaching and Learning Development, Southern Medical University, Guangzhou 510515, China;
    2Human Resources Department, Shenzhen Hospital of Southern Medical University, Shenzhen 518000, China

Received date: 2020-04-07

  Online published: 2021-01-25

Supported by

The 2020 Research Project of the 13th Five-year Plan of Education in Guangdong Province(2020GXJK205)

Fold

摘要

在国外,课题导向模式在将教师培养成为教学研究者的教师发展项目中有着极为广泛的应用。本文列举了哈佛梅西学院、密歇根大学、威斯康辛大学和美国国际医学教育与研究促进基金会的教师发展项目,为我国医学院校教师发展项目的设立提供借鉴。同时,以南方医科大学-美国国际医学教育与研究促进基金会区域中心为例,阐述了课题导向模式的教师发展项目在我国的探索,并为我国医学院校教师发展项目的设立提供经验与启示。

关键词： 课题导向模式; 医学院校; 教师发展

本文引用格式

李思思 , 贾志敏 . 课题导向模式在医学院校教师发展项目中的应用[J]. 中华医学教育杂志, 2020 , 40(12) : 971 -974 . DOI: 10.3760/cma.j.cn115259-20200407-00510

Abstract

The project-based model is widely used abroad in faculty development which trains faculty members to be Education Scholars. In this article, the authors cited Harvard Macy Institute, Medical Education Scholars Program, Wisconsin Teaching Fellows & Scholars Program, and Foundation for Advancement of International Medical Education and Research as the examples. In the meantime, this paper introduced Southern Medical University which attempted project-based model in China to provide an example of the faculty development for medical university in China.

Key words： Project-based model; Medical universities; Faculty development

参考文献

[1] Barguest WH, Phillips SR. Components of an effective faculty development program[J]. J Higher Educ, 1975, 46(2):177-211.DOI:10.2307/1980880.
[2]潘懋元, 罗丹. 高校教师发展简论[J].中国大学教学,2007(1):5-8. DOI: 10.3969/j.issn.1005-0450.2007.01.002.
[3]Burdick WP. Global faculty development: lessons learned from the foundation for advancement of international medical education and research (FAIMER) initiatives[J]. Acad Med, 2014,89(8):1097-1099. DOI: 10.1097/ACM.0000000000000377.
[4]Mennin S, Kalishman S, Eklund MA, et al. Project-based faculty development by international health professions educators: practical strategies[J]. Med Teach, 2013,35(2):e971-e977. DOI: 10.3109/0142159X.2012.731096.
[5]Program for educators in health professions[EB/OL].[2019-04-15]. https://www.harvardmacy.org/images/Programs/Educators/Macy_Ed_Health_Prof_2020_v2.pdf.
[6]Medical education scholars program[EB/OL].[2019-04-04]. https://medicine.umich.edu/sites/default/files/content/downloads/MESP_20-21_Flyer_Updated.pdf.
[7]曾勇. 密歇根大学医学教育系:医学教育研究成果的案例研究[J].复旦教育论坛,2005,3(2):93-96. DOI: 10.3969/j.issn.1672-0059.2005.02.021.
[8] Wisconsin Teaching Fellows & Scholars[EB/OL].[2019-04-04]. https://www.wisconsin.edu/opid/wisconsin-teaching-fellows-scholars-program/2018-19-wisconsin-teaching-fellows-scholars/.
[9]FAIMER fellowship programs-a pathway for educational leadership[EB/OL].[2019-04-07]. https://www.faimer.org/education/index.html.
[10] Steinert Y, Naismith L, Mann K. Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19[J]. Med Teach, 2012, 34(6):483-503.DOI: 10.3109/0142159X.2012.680937.
[11]李宝斌,许晓东.新工科教育范式下的教学学术发展[J].高等工程教育研究,2020(4):188-194.
[12]陈先哲. 大学教师发展:研究进路与研究展望[J].复旦教育论坛,2017,15(3):80-86. DOI: 10.3969/j.issn.1672-0059.2017.03.013.
Options
文章导航

/

〈 〉