教師發展從結構至策略之應用

From Structure to Strategy: Application in Faculty Development

10.6145/jme.201009_14(3).0007

范佩貞(AP Fan)；柯如軒(Kosik)；蘇東平(TP Su)；陳祖裕(CY Chan；)；陳維熊(WS Chen)；陳震寰(CH Chen)；李建賢(CH Lee)

教師發展 ； 繼續教育 ； faculty development ； continuing education

Journal of Medical Education

14卷3期（2010 / 09 / 01）

229 - 241

繁體中文

醫學教育改革必須不斷尋找創新的題材和策略。醫學教育領導者，藉由各種教育改革，如重新規劃課程或結合傳統分離的專業，以實現這一創新目標。要有效地實行這些改革，可使用某些商業心理模式，因為這些模式的主要目標是質量保證和人員的持續教育。衍生自企業的管理策略，質量保證可視為教育工作者檢視教育改革成效的重要方向。而經由以教師需求與興趣為首要規劃的繼續教育，會使教師明白，他們既是老師，也是學生，這樣的理解將使他們更接近自己的學生，及更對機構有向心力。

Medical education must constantly find space for new material and innovative strategies. Administrators; whether re-planning courses or combining traditionally distinct subjects; employ a variety of reform measures to accomplish this goal. It is now more important than ever that these reforms be instituted efficiently. The use of business psychology models can allow administrators to efficiently make wide-ranging reforms to their institutions. Particularly important aspects of these models are the concepts of quality assurance and continuing education for faculty. Quality assurance, derived from business management strategies; is an important way for educators to examine the efficacy of the changes that are made. Through continuing education; with a focus on the interests and needs of the faculty members; faculty will come to understand that though they are teachers; they are also students; and such an understanding will draw them closer to their own students.

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