■卫生专业教育中的教师发展计划传统上强调理论,原则,和有效的教学实践。然而,这些策略在促使教学实践发生有意义的变化方面的效力受到了审查。
■这项定性研究旨在增强我们对教育工作者的理解和支持\'正在进行的学习和成长。采用变革性的学习镜头,这项研究探索了经验,专业发展实践,以及参加教师发展课程的临床教育工作者的责任。利用梅兹罗的变革学习理论作为框架,这项研究调查了教育者的变革之旅,分析144名参与者的反光片。
■研究结果揭示了教学方法的转变,从对随意教学风格的认可到循证方法和教学哲学的有意整合。主题分析确定了变革过程中的关键阶段,启迪教育者对结构化教学的承诺,自主学习,和持续改进。
■这项研究为教师发展计划如何激发健康专业教育中的反思性实践和变革性学习提供了宝贵的见解。本文论证了转化学习过程在教师发展中的中心地位,对可持续和有影响力的专业发展提出了一个有趣的观点。介绍了学习体验的趋势,附有切实可行的建议。这项研究对临床教育工作者的影响,管理员,还讨论了正式教师专业发展计划的开发人员。
UNASSIGNED: Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny.
UNASSIGNED: This qualitative research aims to enhance our understanding and support of educators\' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow\'s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants.
UNASSIGNED: The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators\' commitment to structured teaching, self-directed learning, and continuous improvement.
UNASSIGNED: This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.