目标:健壮的教师发展(FD)是医院医学中一个新兴的重点领域,一个相对较新的专业,指导基础设施有限,可以找到和发展专业利基。文献中很少有关于建立和评估FD计划的描述,该计划具有评估成功的策略,邀请合作,并实现可行,有用的指标。
方法:我们创建了我们的大学医院医学部的FD计划,以帮助社区和学术医院教师在(及以外)质量改进方面实现专业目标,领导力,教育,和临床技能。我们描述了程序开发,初步实施,和早期评估结果。我们概述了项目角色和产品,如专业发展奖,讲座,和指导结构。
结果:我们的计划成功实施,通过建议计划有效性的初步指标通过参与和参与来衡量:申请(并继续参与)导师和教师发展奖的教师以及参加我们系列讲座的教师。由于程序实施,教师保留率增加了,报告他们可能会保持不变的教师百分比是稳定的,即使在2019年冠状病毒疾病大流行期间。学术产量增加,部门副教授/教授的数量从2015年的2名增加到2024年的19名。
结论:我们的经验可以指导机构寻求支持和鼓励教师专业发展。吸取的经验教训包括需求评估和领导层对满足已确定需求的承诺的重要性;指导委员会如何扩大FD努力的有效性和相关性;以及多种识别策略的实用性-季度新闻通讯,每月临床认可,在社交媒体上提到-支持和鼓励教师。
OBJECTIVE: Robust faculty development (FD) is an emerging area of focus within hospital medicine, a relatively new specialty with limited mentorship infrastructure to find and develop a professional niche. There are few descriptions in the literature of establishing and evaluating an FD program with strategies to evaluate success, invite collaboration, and achieve feasible, useful metrics.
METHODS: We created our University Division of Hospital Medicine\'s FD Program to help community and academic hospitalist faculty fulfill professional goals in (and beyond) quality improvement, leadership, education, and clinical skills. We describe program development, initial implementation, and early evaluation results. We outline program roles and offerings such as professional development awards, lectures, and mentorship structures.
RESULTS: Our program was successfully implemented, measured by engagement and participation via preliminary indicators suggesting programmatic effectiveness: faculty who applied for (and continued participation in) mentorship and faculty development awards and faculty who attended our lecture series. Since program implementation, faculty retention has increased, and percentages of faculty reporting they were likely to remain were stable, even during the coronavirus disease 2019 pandemic. Scholarly production increased and the number of division associate professors/professors grew from 2 in 2015 to 19 in 2024.
CONCLUSIONS: Our experience can guide institutions seeking to support and encourage faculty professional development. Lessons learned include the importance of needs assessment and leadership commitment to meeting identified needs; how a steering committee can amplify the effectiveness and relevance of FD efforts; and the utility of multiple recognition strategies-quarterly newsletters, monthly clinical recognition, mentions on social media-to support and encourage faculty.